Post-COVID Changes to Assessment Practices: A Case Study of Undergraduate STEM Recitations

This paper analyzed the state of active-learning recitations (approximately 30 students meeting with a recitation instructor) at a large universty in the 2020-2021 academic year (when most classes were still online) and the 2021-2022 academic year (right as classes were returning to in-person) after the COVID pandemic. Even when large classes returned to in-person, a lot of the smaller sections still remained online, so instructors had to continue to adapt their face-to-face active-learning instruction to the online environment.

Corresponding Author: John Kerrigan

Abstract

As a result of the COVID-19 pandemic, faculty members transitioned their courses online. This paper describes how assessment practices were altered in online “active learning” STEM recitations at a large research university. Survey data collected for this study included aspects of the in-person recitation that were retained, lost, or modified due to emergency remote teaching. Findings indicate that assessment practices were altered from the traditional in-person recitation model. Many of these practices will continue to exist even when recitations are offered in person again. This study collates the perspectives of faculty to provide a window into assessment practices.

Recommended citation: Kerrigan, J., Cochran, G., Tabanli, S., Charnley, M., & Mulvey, S. (2022). Post-COVID Changes to Assessment Practices: A Case Study of Undergraduate STEM Recitations. Journal of Educational Technology Systems, 51(2), 192-201.
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