View in EDS

Examining the effects of the COVID-19 pandemic and professional development on teachers' grade repetition beliefs and practice.

Saved in:
Bibliographic Details
Title: Examining the effects of the COVID-19 pandemic and professional development on teachers' grade repetition beliefs and practice.
Authors: Cipriano, Gabriel1 (AUTHOR) gabriel.cipriano@iscte-iul.pt, da Cruz Martins, Susana1 (AUTHOR) susana.martins@iscte-iul.pt
Source: Educational Research for Policy & Practice. Apr2026, Vol. 25 Issue 1, p109-128. 20p.
Subject Terms: *COVID-19 pandemic, *Grade repetition, *Assessment literacy, *Teaching methods, *Teacher attitudes, Capacity building, Pandemics
Abstract: Grade repetition has been a controversial educational decision consisting of requiring students to remain at the same grade level for an additional school year. During the COVID-19 pandemic, in some countries where grade repetition rates are usually high, a notable decrease in these rates was observed. This study investigates the impact of the COVID-19 pandemic on teachers' grade repetition beliefs and practices. Additionally, it examines the effect of professional development in assessment literacy on these beliefs and practices. Using data from two independent samples collected through two survey questionnaires before and after the COVID-19 pandemic, where a portion of surveyed teachers participated in an assessment literacy professional development programme, we found that while the pandemic had minimal influence on teachers' grade repetition beliefs, professional development had a significant effect: Grade repetition beliefs were not affected by the COVID-19 pandemic, although the trend towards reducing the practice of grade repetition was positively influenced by the COVID-19 pandemic. Hence, both grade repetition beliefs and practices were positively influenced by professional development in assessment literacy. The results are consistent with the literature and institutional statistical indicators. [ABSTRACT FROM AUTHOR]
Copyright of Educational Research for Policy & Practice is the property of Springer Nature 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
Description
Abstract:Grade repetition has been a controversial educational decision consisting of requiring students to remain at the same grade level for an additional school year. During the COVID-19 pandemic, in some countries where grade repetition rates are usually high, a notable decrease in these rates was observed. This study investigates the impact of the COVID-19 pandemic on teachers' grade repetition beliefs and practices. Additionally, it examines the effect of professional development in assessment literacy on these beliefs and practices. Using data from two independent samples collected through two survey questionnaires before and after the COVID-19 pandemic, where a portion of surveyed teachers participated in an assessment literacy professional development programme, we found that while the pandemic had minimal influence on teachers' grade repetition beliefs, professional development had a significant effect: Grade repetition beliefs were not affected by the COVID-19 pandemic, although the trend towards reducing the practice of grade repetition was positively influenced by the COVID-19 pandemic. Hence, both grade repetition beliefs and practices were positively influenced by professional development in assessment literacy. The results are consistent with the literature and institutional statistical indicators. [ABSTRACT FROM AUTHOR]
ISSN:15702081
DOI:10.1007/s10671-025-09403-z