Adaptation of assessment in Virtual Teaching-Learning environments

Abstract

This research explores the process of adapting assessment methods in virtual teaching-learning environments at the Catholic University of El Salvador. Employing a descriptive and quantitative approach, a survey with closed and open-ended questions was administered to students enrolled in fifth-cycle courses across various university programs. Additionally, teachers instructing subjects at the same educational level were also surveyed. The investigation sought to identify the most frequent assessment activities in virtual classes and their contribution to meaningful student learning during the COVID-19 pandemic. Furthermore, the challenges faced by teachers during the assessment adaptation process were examined.

The main findings reveal a replication of traditional assessment methods and formats in the virtual setting. These results underscore the need to reconsider the assessment process when leveraging technology as a means of evaluation, promoting the development of life and professional skills, as well as a commitment to society.