Changing Educational Assessments in the Post‐COVID‐19 Era: From Assessment of Learning (AoL) to Assessment as Learning (AaL).
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| Title: | Changing Educational Assessments in the Post‐COVID‐19 Era: From Assessment of Learning (AoL) to Assessment as Learning (AaL). |
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| Authors: | Yang, Li‐Ping1 (AUTHOR), Xin, Tao1 (AUTHOR) xintao@bnu.edu.cn |
| Source: | Educational Measurement: Issues & Practice. Mar2022, Vol. 41 Issue 1, p54-60. 7p. 2 Diagrams. |
| Subject Terms: | *Educational evaluation, *Educational change, *Educational tests & measurements, *COVID-19 pandemic, *Education theory, *Educational technology, Fairness |
| Abstract: | The upgrade educational information technology triggered by COVID‐19 has shaped a new educational order and new educational forms. As a result, traditional educational measurement is now facing a systematic transformation, that is, from the Assessment of Learning (AoL) to Assessment for Learning (AfL), and finally to Assessment as Learning (AaL). By showing the initiative and the flexibility of large‐scale online learning during the COVID‐19 pandemic, this paper examines the evolution from AoL to AaL from four aspects: participants, test form, multivariate data for process‐based measurement, and measurement models for multivariate data. We propose multidisciplinary corporations in the field, which integrate education, psychology, and information technology into the theories and methods of educational measurement. Further, we emphasize that the validity, ethics, and fairness of the measurement should also be considered the critical issues. Researchers and practitioners of educational measurement must persist in pursuing the substantive significance of measurement and provide unique experience and guidance for the theoretical and practical development of educational assessment in this great revolution. [ABSTRACT FROM AUTHOR] |
| Copyright of Educational Measurement: Issues & Practice is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
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| Abstract: | The upgrade educational information technology triggered by COVID‐19 has shaped a new educational order and new educational forms. As a result, traditional educational measurement is now facing a systematic transformation, that is, from the Assessment of Learning (AoL) to Assessment for Learning (AfL), and finally to Assessment as Learning (AaL). By showing the initiative and the flexibility of large‐scale online learning during the COVID‐19 pandemic, this paper examines the evolution from AoL to AaL from four aspects: participants, test form, multivariate data for process‐based measurement, and measurement models for multivariate data. We propose multidisciplinary corporations in the field, which integrate education, psychology, and information technology into the theories and methods of educational measurement. Further, we emphasize that the validity, ethics, and fairness of the measurement should also be considered the critical issues. Researchers and practitioners of educational measurement must persist in pursuing the substantive significance of measurement and provide unique experience and guidance for the theoretical and practical development of educational assessment in this great revolution. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 07311745 |
| DOI: | 10.1111/emip.12492 |
