Emergency remote assessment practices in higher education in sub-Saharan Africa during COVID-19
Following the disruptions to in-person schooling during COVID-19 and the need for emergency remote teaching, this study explored the assessment experiences of teacher educators in Ghana. Through a qualitative transcendental phenomenological approach, purposive criterion sampling was used to select 2...
| Main Authors: | , , , , , |
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| Format: | Article |
| Language: | English |
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Frontiers Media S.A.
2023-10-01
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| Series: | Frontiers in Education |
| Subjects: | |
| Online Access: | https://www.frontiersin.org/articles/10.3389/feduc.2023.1221115/full |
| _version_ | 1797656078103609344 |
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| author | David Baidoo-Anu Daniel Asamoah Eric Atta Quainoo Kenneth Gyamerah Ernest Y. Amoateng Ernest Ofori Sasu |
| author_facet | David Baidoo-Anu Daniel Asamoah Eric Atta Quainoo Kenneth Gyamerah Ernest Y. Amoateng Ernest Ofori Sasu |
| author_sort | David Baidoo-Anu |
| collection | DOAJ |
| description | Following the disruptions to in-person schooling during COVID-19 and the need for emergency remote teaching, this study explored the assessment experiences of teacher educators in Ghana. Through a qualitative transcendental phenomenological approach, purposive criterion sampling was used to select 25 teacher educators from 15 teacher training institutions in Ghana who participated in online teaching during COVID-19 school closure. The findings show that teacher-centered approaches to assessment dominate emergency remote assessment practices of teacher educators. Hodgepodge grading and general feedback were more prevalent during remote assessment. Teachers were also found to randomly select a few students to provide individualized feedback due to the large class size. Challenges including limited knowledge of the use of the online teaching platform for assessment, inadequate professional training and access to technological resources, and concerns about academic dishonesty were reported. However, teachers reported that their involvement in abrupt remote teaching and assessment has been a learning opportunity for them to develop new skills, which is imperative for their professional development. |
| first_indexed | 2024-03-11T17:24:04Z |
| format | Article |
| id | doaj.art-c3d98c9bed0c497b9bb0b44165d783c4 |
| institution | Directory Open Access Journal |
| issn | 2504-284X |
| language | English |
| last_indexed | 2024-03-11T17:24:04Z |
| publishDate | 2023-10-01 |
| publisher | Frontiers Media S.A. |
| record_format | Article |
| series | Frontiers in Education |
| spelling | doaj.art-c3d98c9bed0c497b9bb0b44165d783c42023-10-19T08:04:21ZengFrontiers Media S.A.Frontiers in Education2504-284X2023-10-01810.3389/feduc.2023.12211151221115Emergency remote assessment practices in higher education in sub-Saharan Africa during COVID-19David Baidoo-Anu0Daniel Asamoah1Eric Atta Quainoo2Kenneth Gyamerah3Ernest Y. Amoateng4Ernest Ofori Sasu5Faculty of Education, Queen’s University, Kingston, ON, CanadaSultan Hassanal Bolkiah Institute of Education, Universiti Brunei Darussalam, Bandar Seri Begawan, BruneiFaculty of Education, Beijing Normal University, Beijing, ChinaFaculty of Education, Queen’s University, Kingston, ON, CanadaDepartment of Educational Leadership, Research, and Technology, Western Michigan University, Kalamazoo, MI, United StatesAda College of Education, Ada, GhanaFollowing the disruptions to in-person schooling during COVID-19 and the need for emergency remote teaching, this study explored the assessment experiences of teacher educators in Ghana. Through a qualitative transcendental phenomenological approach, purposive criterion sampling was used to select 25 teacher educators from 15 teacher training institutions in Ghana who participated in online teaching during COVID-19 school closure. The findings show that teacher-centered approaches to assessment dominate emergency remote assessment practices of teacher educators. Hodgepodge grading and general feedback were more prevalent during remote assessment. Teachers were also found to randomly select a few students to provide individualized feedback due to the large class size. Challenges including limited knowledge of the use of the online teaching platform for assessment, inadequate professional training and access to technological resources, and concerns about academic dishonesty were reported. However, teachers reported that their involvement in abrupt remote teaching and assessment has been a learning opportunity for them to develop new skills, which is imperative for their professional development.https://www.frontiersin.org/articles/10.3389/feduc.2023.1221115/fullemergency remote assessmenthigher educationsub-Saharan AfricaCOVID-19Ghana |
| spellingShingle | David Baidoo-Anu Daniel Asamoah Eric Atta Quainoo Kenneth Gyamerah Ernest Y. Amoateng Ernest Ofori Sasu Emergency remote assessment practices in higher education in sub-Saharan Africa during COVID-19 Frontiers in Education emergency remote assessment higher education sub-Saharan Africa COVID-19 Ghana |
| title | Emergency remote assessment practices in higher education in sub-Saharan Africa during COVID-19 |
| title_full | Emergency remote assessment practices in higher education in sub-Saharan Africa during COVID-19 |
| title_fullStr | Emergency remote assessment practices in higher education in sub-Saharan Africa during COVID-19 |
| title_full_unstemmed | Emergency remote assessment practices in higher education in sub-Saharan Africa during COVID-19 |
| title_short | Emergency remote assessment practices in higher education in sub-Saharan Africa during COVID-19 |
| title_sort | emergency remote assessment practices in higher education in sub saharan africa during covid 19 |
| topic | emergency remote assessment higher education sub-Saharan Africa COVID-19 Ghana |
| url | https://www.frontiersin.org/articles/10.3389/feduc.2023.1221115/full |
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