Exploring New Assessment Scenarios Through Design-Based Research: The Case of Uruguay

• In Event: Thursday Roundtable Session 2:30 pm
  In Roundtable Session: Pedagogies for Equitable Access: Reimagining Multilingual Education for an Uncertain World (Table 12)

Abstract

The COVID-19 pandemic forced teaching and learning to shift to online platforms, known as Emergency Remote Teaching (ERT). This transition presented numerous challenges for teachers, students, and educational institutions. Teachers faced difficulties with technology, reaching all students, lack of connectivity and equipment, inadequate preparation for online teaching, and uncertainty regarding assessing student progress. The issue of assessment during ERT was particularly problematic, impacting equitable access to quality education. Assessment should have been used as a learning scaffold rather than just a measuring stick, providing real-time feedback for both teachers and students to ensure equal access to quality education.

This inquiry presents a case of implementation of Design Based Research conducted during the pandemic, focusing on a group of student teachers and their Subject- Didactics instructor in English as a Foreign Language (EFL) classes. The study took place at a National Teacher Education Council (NTEC) campus in Uruguay. Student teachers faced a steep learning curve in adapting to online teaching. Each school had different requirements and expectations for online instruction, further complicating matters. Assessment policies remained inflexible, relying on traditional methods that were not effectively adapted to the online environment.

This lack of support and guidance led student teachers to prioritize familiar assessment tools, hindering the potential for effective assessment during ERT. To address these challenges, the Subject-Didactics instructor proposed a research project to explore better ways of teaching and learning in the ERT context. The project aimed to provide additional support to the student teachers and help them develop the necessary skills and dispositions for successful teaching. The research project employed a Design Based Research (DBR) approach, allowing the participants to learn and apply lessons directly relevant to their teaching practice. The project began by identifying a common concern among STs through an online tool, which led to the focus on creating a solution for assessment that could meet the demands of school authorities and parents while tracking learners’ progress. The intervention involved implementing an Integrated Performance Assessment (IPA) sequence, which included interpretive, interpersonal, and presentational tasks. Rubrics were developed and revised based on the needs of the learners.

Throughout the process, data were collected and analyzed, including feedback from learners through a questionnaire. The results indicated that learners did not recognize the tasks as assessments and instead found them to be a valuable learning opportunity. STs also reflected on their teaching practices and developed a deeper understanding of assessment, learning, and teaching in the online environment. Results also highlighted the benefits of DBR as a professional development tool for STs, promoting collaboration, reflection, and a learner centered approach. It provided valuable insights into the implementation of the intervention and its impact on learners’ learning. The limitations of the project were acknowledged, including the contextual nature of the results and the need for further research.

Author

• Gabriel H. Diaz Maggioli, Universidad ORT Uruguay