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How Do Course-Based Assessments Change in the Shift to Emergency Remote Teaching? Sustainable Assessment Strategies through an Authenticity Lens

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Justine Hobbins; Emilie Houston; Kerry Ritchie – Canadian Journal for the Scholarship of Teaching and Learning, 2024

The shift from face-to-face (F2F) to emergency remote teaching (ERT) in response to COVID-19 has presented concerns for assessment in student learning. This study presents the comparison of a health science curriculum in F2F and ERT settings regarding assessments (count, type, authenticity) using our Authentic Assessment Tool and institutionally…

Descriptors: Educational Change, School Closing, Distance Education, COVID-19