About this Research Topic
In the spring of 2020, COVID-19 reached pandemic status. With the sudden closure of schools and move to remote instruction and virtual learning with little adjustment, teachers and students suddenly found themselves in uncharted territory. As we make our way in a new normal, questions abound about our students’ knowledge and skill. There are many questions to address amongst the international education community that include but are not limited to shifts in classroom assessment related to:
• How do we assess learning in all areas in a remote/hybrid context?
• Are our students behind?
• Who are our students behind?
• Are our standards for education reasonable as they are now?
• How do we assess what our students know now?
• How do we address and account for gaps in learning?
• Were there students who benefitted from remote learning?
• For students who were already at risk pre-COVID-19, how did remote schooling affect their learning?
• How can universities, school districts and practitioners better work together to support student's post-COVID-19?
For this article collection we seek manuscripts with a focus on assessment that address some of these questions. We are particularly interested in addressing assessment across all three levels of multi-tiered systems of support (MTSS) in terms of academics, social, emotional, and behavioral development.
The aim of this Research Topic is to examine innovative, collaborative, ethical and effective teacher classroom assessment practices in virtual and hybrid teaching contexts.
For this Research Topic we welcome a range of research from a wide range of contexts, perspectives and methodological approaches to bring in more possibilities for research on teacher innovative, collaborative, and ethical classroom assessment practices.
Keywords: COVID-19, Teacher Education, assessment for learning, assessment for accountability, quality education, classroom assessment
Important Note: All contributions to this Research Topic must be within the scope of the section and journal to which they are submitted, as defined in their mission statements. Frontiers reserves the right to guide an out-of-scope manuscript to a more suitable section or journal at any stage of peer review.