A Systematic Review on Pedagogical Trends and Assessment Practices during the COVID-19 Pandemic: Teachers’ and Students’ Perspectives

Abstract

The COVID-19 pandemic has had a wide range of effects on education at all levels worldwide. After an unexpected, emergency and forced move from face-to-face to online platform for teaching-learning and assessment, teachers and learners were left scrambling to adjust and adapt. Concerning the importance of the above matters, this systematic review paper would investigate different aspects of online pedagogical trends and online assessment practice from the teachers’ and students’ perspectives during the COVID-19 pandemic in the existing literature conducted from March 2020 to April 2021. For this purpose, 45 studies of 33.864 research studies were collected from the database of ScienceDirect, Scopus, and Web of Science and analyzed herewith. For inclusion and exclusion of studies, the guidelines of the PRISMA model were followed. The results show that there are 18 different advantages of online learning, 28 challenges of online learning, 15 different purposes of shifting to online learning, and 14 different platforms used for online learning under different aspects of online pedagogical trends. For online assessment practice, 5 different types of assessment and 15 challenges of implementing online assessment are found. The study's ramifications for online teaching and learning and assessment are examined. There are also suggestions for future research.