The construct of "learning potential" has been proposed to capture differences between learner independent performance and performance during Dynamic Assessment (DA). This paper introduces a new LPS formula implemented in a DA study involving Pakistani learners of L2 Chinese. Learners were randomly assigned to a control or experimental…

The hasty adoption of remote teaching (RT) by educational institutes in response to the COVID-19 pandemic has drastically impacted teaching, learning, and assessment. With most institutes unprepared for sudden lockdowns, and many educators lacking online teaching and assessment experience, old methods of assessment continued to be used, at least…

The current paper focusses on the teachers' attitude towards and experiences with e-learning tools at two universities in different phases of e-learning implementation. The study population comprises teachers at university level and a simple random sampling method was used. A total of 45 teachers in bachelor programmes from the Faculty of…

Restrictions and challenges brought on by the COVID-19 pandemic challenged higher education institutions to innovate to keep reaching teaching and learning goals. In South Africa, existing social inequalities were exacerbated by the pandemic restrictions and many students faced severe challenges in terms of access and support to aid in their…

Many engineering courses rely on in-person lectures and textbooks for content delivery, with homework sets and exams for evaluating and reinforcing student progress. Yet some research studies have shown that exams--high-pressure, time-limited assessments--are detrimental to the learning process and unnecessarily increase students' stress. We…

Traditionally, research has shown poor uptake and acceptance of non-traditional assessments. The COVID-19 pandemic, however, necessitated a drastic shift towards online assessments and negated the practicality of traditional assessments. The acceptance of online assessments by university students enrolled in historically disadvantaged higher…

The spread of COVID-19 forced many higher education institutions to switch to e-learning using a diverse range of educational platforms. The purpose of this qualitative research is to explore the challenges encountered by Maldivian higher education institutions conducting online assessment during the COVID-19 pandemic, from both lecturer and…

Assessment is an essential activity in learning and teaching. It is classified into two categories based on its function: summative and formative assessments. During the pandemic, school learning activities, such as assessment, have been altered into online learning, which is quite challenging to carry out. This study investigated the kinds of…

We discuss a practical method for assessing mathematical proof online. We examine the use of faded worked examples and reading comprehension questions to understand proof. By breaking down a given proof, we formulate a checklist that can be used to generate comprehension questions which can be assessed automatically online. We then provide some…

The affordances of technology-based assessments, like the objectively structured practical examination, have become an integral part of gross anatomy courses. The Department of Anatomy Faculty of Medicine at the University of Warmia and Mazury developed and introduced an application for tablet devices which has been implemented in student…

In this paper, we describe subskills of visual communication based on the skill structure outlined in the Common European Framework of Visual Literacy. We have developed this Framework further through assessing the development of subskills related to visual communication in the "produce" and "respond" domains of CEFR-VC in…

Although educators are using various ways in evaluating students' learning, traditional paper pencil final exams are usually held at the end of the school year to conclude the course. During the school suspension due to the COVID-19 outbreak, this traditional approach is no longer applicable to some schools. In this article, alternative final…

Administering exams in large enrollment courses is challenging and systems in place for accomplishing this task were upended in the spring of 2020 when a sudden transformation to online instruction and testing occurred due to the COVID-19 pandemic. In the following year, when courses remained online, approaches to improve exam security included…

The rapid shift to an online instructional mode necessitated by COVID-19 has been a formidable challenge for most institutions but particularly for those in which online learning was not widely implemented before the pandemic. Assessment has been an additional challenge, coupled with the accreditation requirements that higher educational…

Coronavirus disease 2019 (COVID-19) created unparalleled challenges to anatomy education. Gross anatomy education has been particularly impacted given the traditional in-person format of didactic instruction and/or laboratory component(s). To assess the changes in gross anatomy lecture and laboratory instruction, assessment, and teaching resources…