Change in Gap Perception within Current Practices in Assessing Students Learning Mathematics
The COVID pandemic has touched many aspects of everyone’s life. Education is one of the fields greatly affected by it, as students and teachers were forced to move online and quickly adapt to the online environment. Assessment is a crucial part of education, especially in STEM fields. A gap analysis...
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| Veröffentlicht in: | Sustainability 2021, Vol.13 (8), p.4495 |
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| creator | Bocanet, Vlad I. Brown, Ken Uukkivi, Anne Soares, Filomena Lopes, Ana Paula Cellmer, Anna Serrat, Carles Feniser, Cristina Serdean, Florina M. Safiulina, Elena Kelly, Gerald Cymerman, Joanna Kierkosz, Igor Sushch, Volodymyr Latõnina, Marina Labanova, Oksana Bruguera, M. Montserrat Pantazi, Chara Estela, M. Rosa |
| description | The COVID pandemic has touched many aspects of everyone’s life. Education is one of the fields greatly affected by it, as students and teachers were forced to move online and quickly adapt to the online environment. Assessment is a crucial part of education, especially in STEM fields. A gap analysis was performed by expert groups in the frame of an Erasmus+ project looking at the practices of six European countries. Specialists teaching university-grade mathematics in seven European institutions were asked about their perception of gaps in the assessment of students both before (2019) and during (2021) the pandemic. This qualitative study looks at the difference in perception of such gaps after almost one year of online teaching. The analysis of their responses showed that some gaps were present before the pandemic, as well as others that are specific to it. Some gaps, such as the lack of IT infrastructure and the need to adapt materials to an online environment, have been exacerbated by the outbreak. |
| doi_str_mv | 10.3390/su13084495 |
| format | Article |
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Specialists teaching university-grade mathematics in seven European institutions were asked about their perception of gaps in the assessment of students both before (2019) and during (2021) the pandemic. This qualitative study looks at the difference in perception of such gaps after almost one year of online teaching. The analysis of their responses showed that some gaps were present before the pandemic, as well as others that are specific to it. 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| subjects | Curricula Design Distance learning Education Engineering Feedback Gap analysis Higher education Internet access Learning management systems Mathematics Online instruction Perception Qualitative research School environment Skills Students Teachers Teaching Technical education |
| title | Change in Gap Perception within Current Practices in Assessing Students Learning Mathematics |
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