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
FullText Text:
  Availability: 0
Header DbId: ehh
DbLabel: Education Research Complete
An: 192401727
AccessLevel: 6
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: Examining the effects of the COVID-19 pandemic and professional development on teachers' grade repetition beliefs and practice.
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Cipriano%2C+Gabriel%22">Cipriano, Gabriel</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> gabriel.cipriano@iscte-iul.pt</i><br /><searchLink fieldCode="AR" term="%22da+Cruz+Martins%2C+Susana%22">da Cruz Martins, Susana</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> susana.martins@iscte-iul.pt</i>
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="JN" term="%22Educational+Research+for+Policy+%26+Practice%22">Educational Research for Policy & Practice</searchLink>. Apr2026, Vol. 25 Issue 1, p109-128. 20p.
– Name: Subject
  Label: Subject Terms
  Group: Su
  Data: *<searchLink fieldCode="DE" term="%22COVID-19+pandemic%22">COVID-19 pandemic</searchLink><br />*<searchLink fieldCode="DE" term="%22Grade+repetition%22">Grade repetition</searchLink><br />*<searchLink fieldCode="DE" term="%22Assessment+literacy%22">Assessment literacy</searchLink><br />*<searchLink fieldCode="DE" term="%22Teaching+methods%22">Teaching methods</searchLink><br />*<searchLink fieldCode="DE" term="%22Teacher+attitudes%22">Teacher attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Capacity+building%22">Capacity building</searchLink><br /><searchLink fieldCode="DE" term="%22Pandemics%22">Pandemics</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: 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]
– Name: AbstractSuppliedCopyright
  Label:
  Group: Ab
  Data: <i>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.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=192401727
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.1007/s10671-025-09403-z
    Languages:
      – Code: eng
        Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 20
        StartPage: 109
    Subjects:
      – SubjectFull: COVID-19 pandemic
        Type: general
      – SubjectFull: Grade repetition
        Type: general
      – SubjectFull: Assessment literacy
        Type: general
      – SubjectFull: Teaching methods
        Type: general
      – SubjectFull: Teacher attitudes
        Type: general
      – SubjectFull: Capacity building
        Type: general
      – SubjectFull: Pandemics
        Type: general
    Titles:
      – TitleFull: Examining the effects of the COVID-19 pandemic and professional development on teachers' grade repetition beliefs and practice.
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Cipriano, Gabriel
      – PersonEntity:
          Name:
            NameFull: da Cruz Martins, Susana
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 04
              Text: Apr2026
              Type: published
              Y: 2026
          Identifiers:
            – Type: issn-print
              Value: 15702081
          Numbering:
            – Type: volume
              Value: 25
            – Type: issue
              Value: 1
          Titles:
            – TitleFull: Educational Research for Policy & Practice
              Type: main
ResultId 1