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How Covid-19 has changed language assessments in higher education: a practitioners’ view

Research output: Contribution in Book/Report/Proceedings - With ISBN/ISSN › Chapter (peer-reviewed) › peer-review

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How Covid-19 has changed language assessments in higher education: a practitioners’ view. / Polisca, Elena; Stollhans, Sascha; Bardot, Romain et al.
Innovative language teaching and learning at university: facilitating transition from and to higher education. ed. / Cathy Hampton; Sandra Salin. Research-publishing.net, 2022. p. 81-91.

Research output: Contribution in Book/Report/Proceedings - With ISBN/ISSN › Chapter (peer-reviewed) › peer-review

Harvard

Polisca, E, Stollhans, S, Bardot, R & Rollet, C 2022, How Covid-19 has changed language assessments in higher education: a practitioners’ view. in C Hampton & S Salin (eds), Innovative language teaching and learning at university: facilitating transition from and to higher education. Research-publishing.net, pp. 81-91. https://doi.org/10.14705/rpnet.2022.56.1375

APA

Polisca, E., Stollhans, S., Bardot, R., & Rollet, C. (2022). How Covid-19 has changed language assessments in higher education: a practitioners’ view. In C. Hampton, & S. Salin (Eds.), Innovative language teaching and learning at university: facilitating transition from and to higher education (pp. 81-91). Research-publishing.net. https://doi.org/10.14705/rpnet.2022.56.1375

Vancouver

Polisca E, Stollhans S, Bardot R, Rollet C. How Covid-19 has changed language assessments in higher education: a practitioners’ view. In Hampton C, Salin S, editors, Innovative language teaching and learning at university: facilitating transition from and to higher education. Research-publishing.net. 2022. p. 81-91 Epub 2022 May 30. doi: 10.14705/rpnet.2022.56.1375

Author

Polisca, Elena ; Stollhans, Sascha ; Bardot, Romain et al. / How Covid-19 has changed language assessments in higher education : a practitioners’ view. Innovative language teaching and learning at university: facilitating transition from and to higher education. editor / Cathy Hampton ; Sandra Salin. Research-publishing.net, 2022. pp. 81-91

Bibtex

@inbook{0ce0640710924ba0bc3c9c7533d9e908,
title = "How Covid-19 has changed language assessments in higher education: a practitioners{\textquoteright} view",
abstract = "This chapter examines the responses of Higher Education Institutions (HEIs) to assessment-related challenges introduced by the Covid-19 pandemic. The sudden move to online teaching and assessments required institutions to re-think their approaches to current practices and provide alternative solutions almost overnight. Our survey aimed to gather the perceptions of language teaching practitioners on how the languages sector dealt with the move to digital assessments, with particular emphasis on the delivery of online assessments, the impact on different language skills, as well as academic integrity. Results show that, whilst different institutions adopted varying practices, they seem to share similar concerns in addressing the fast-changing environment and ensure that academic integrity remains at the forefront in the move to the digital world.",
author = "Elena Polisca and Sascha Stollhans and Romain Bardot and Cyrille Rollet",
year = "2022",
month = may,
day = "30",
doi = "10.14705/rpnet.2022.56.1375",
language = "English",
pages = "81--91",
editor = "Cathy Hampton and Sandra Salin",
booktitle = "Innovative language teaching and learning at university",
publisher = "Research-publishing.net",

}

RIS

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T1 - How Covid-19 has changed language assessments in higher education

T2 - a practitioners’ view

AU - Polisca, Elena

AU - Stollhans, Sascha

AU - Bardot, Romain

AU - Rollet, Cyrille

PY - 2022/5/30

Y1 - 2022/5/30

N2 - This chapter examines the responses of Higher Education Institutions (HEIs) to assessment-related challenges introduced by the Covid-19 pandemic. The sudden move to online teaching and assessments required institutions to re-think their approaches to current practices and provide alternative solutions almost overnight. Our survey aimed to gather the perceptions of language teaching practitioners on how the languages sector dealt with the move to digital assessments, with particular emphasis on the delivery of online assessments, the impact on different language skills, as well as academic integrity. Results show that, whilst different institutions adopted varying practices, they seem to share similar concerns in addressing the fast-changing environment and ensure that academic integrity remains at the forefront in the move to the digital world.

AB - This chapter examines the responses of Higher Education Institutions (HEIs) to assessment-related challenges introduced by the Covid-19 pandemic. The sudden move to online teaching and assessments required institutions to re-think their approaches to current practices and provide alternative solutions almost overnight. Our survey aimed to gather the perceptions of language teaching practitioners on how the languages sector dealt with the move to digital assessments, with particular emphasis on the delivery of online assessments, the impact on different language skills, as well as academic integrity. Results show that, whilst different institutions adopted varying practices, they seem to share similar concerns in addressing the fast-changing environment and ensure that academic integrity remains at the forefront in the move to the digital world.

U2 - 10.14705/rpnet.2022.56.1375

DO - 10.14705/rpnet.2022.56.1375

M3 - Chapter (peer-reviewed)

SP - 81

EP - 91

BT - Innovative language teaching and learning at university

A2 - Hampton, Cathy

A2 - Salin, Sandra

PB - Research-publishing.net

ER -