Authentic and Continuous Assessment During the Pandemic: Teachers’ and Students’ Perspectives
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Publisher
Springer International Publishing
Link
https://link.springer.com/content/pdf/10.1007/978-3-031-35855-5_2
Reference51 articles.
1. Adzima, K. 2020. Examining online cheating in higher education using traditional classroom cheating as a guide. The Electronic Journal of E-Learning 18 (6): 476–493. https://doi.org/10.34190/JEL.18.6.002.
2. Ajjawi, R., et al. 2020. Aligning assessment with the needs of work-integrated learning: The challenges of authentic assessment in a complex context. Assessment and Evaluation in Higher Education 45 (2): 304–316. https://doi.org/10.1080/02602938.2019.1639613.
3. Appolloni, A., et al. 2021. Distance learning as a resilience strategy during COVID-19: An analysis of the Italian context. Sustainability 13 (1388). https://doi.org/10.3390/su13031388.
4. Atmojio, A. 2021. Facilitating positive washback through authentic assessment in EFL assessment. Acitya: Journal of Teaching and Education 3 (2): 226–233.
5. Barbour, M., et al. 2020. Understanding pandemic pedagogy: Differences between emergency remote, remote, and online teaching. Project: CANeLearn: K-12 Remote Learning in Canada. https://doi.org/10.13140/RG.2.2.31848.70401.
1.学者识别学者识别
2.学术分析学术分析
3.人才评估人才评估
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