Abstracts
Abstract
COVID-19 social distancing measures forced many university courses to be offered online. The performance-based assessments originally designed for in-person learning may not work well in online environments. This study investigated students’ perceptions of performance-based assessments, and their associated resources, during a course that was offered both in-person and online. The results from 312 undergraduate education students (n = 248 in-person and n = 64 online) indicated all the resources for one of the two assessments were rated statistically significantly higher by students who attended the course in-person. This indicated students who completed the course in-person had a stronger interaction with the assessment resources and rating having higher cognitive and affective skills needed to perform a similar assessment task in their future classrooms. Online students indicated some resources, such as assessment instructions and scoring rubrics, should be better explained during the course for more clarity regarding expectations.
Keywords:
- performance-based assessment,
- online learning,
- in-person learning,
- large lectures,
- post-secondary ed
Résumé
Les mesures de distanciation sociale ont contraint de nombreuses universités à proposer des cours en ligne. Les évaluations basées sur les performances, conçues à l'origine pour l'apprentissage en personne, peuvent ne pas fonctionner correctement dans les environnements en ligne. Cette étude s'est intéressée à la perception qu'ont les étudiants des évaluations basées sur les performances et des ressources associées, dans le cadre d'un cours dispensé à la fois en présentiel et en ligne. Les résultats obtenus auprès de 312 étudiants en éducation de premier cycle (n = 248 en personne et n = 64 en ligne) indiquent que toutes les ressources pour l'une des deux évaluations ont été évaluées de manière statistiquement significative plus élevée par les étudiants qui ont suivi le cours en personne. Cela indique que les étudiants qui ont suivi le cours en personne ont eu une interaction plus forte avec les ressources d'évaluation et qu'ils ont évalué les compétences cognitives et affectives nécessaires pour effectuer une tâche d'évaluation similaire dans leurs futures salles de classe. Les étudiants en ligne ont indiqué que certaines ressources, telles que les instructions d'évaluation et les grilles de notation, devraient être mieux expliquées pendant le cours pour que les attentes soient plus claires.
Appendices
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