The Longer‐Term Impact of COVID‐19 on K–12 Student Learning and Assessment

Due to the precipitous onset of the coronavirus disease, teachers and students across the nation were thrust into a new environment, and the impact of this new experience will be felt both shorter and longer term. This academic year saw “test pollution” with the switch to online instruction, and stu...

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Published inEducational measurement, issues and practice Vol. 39; no. 3; pp. 41 - 44
Main Author Middleton, Kyndra V.
Format Journal Article
LanguageEnglish
Published Washington Wiley 01.09.2020
Wiley Subscription Services, Inc
John Wiley and Sons Inc
Subjects
classroom assessment
COVID-19
Educational Change
Educational evaluation
Educational Researchers
Educational tests & measurements
Electronic Learning
Learning
Online instruction
Outcomes of Education
Pedagogy
Stress Variables
Student Development
Student Evaluation
student growth
Students
teaching and learning
Web Based Instruction
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Summary:Due to the precipitous onset of the coronavirus disease, teachers and students across the nation were thrust into a new environment, and the impact of this new experience will be felt both shorter and longer term. This academic year saw “test pollution” with the switch to online instruction, and student learning was significantly impacted by stress, anxiety, illness, being forced to learn in a vastly different method than previously experienced, and the increased potential to fall behind due to lack of access to materials. Classroom assessment, teaching and learning, and measurement and interpretation of student growth are among the numerous areas that have been affected by the sudden switch of schools to online instruction that will require much thought in order to examine the impact of the significant deviation from the classroom norms on which much of previous research has been based. Educators, educational researchers, and policymakers have been presented with a challenge that does not have a definitive answer. There are many unknowns that remain as schools plan to move forward with instruction. However, through collaboration, the knowledge that each of these professionals can contribute ensures that adequate decisions will be made that will benefit all students equitably.
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ISSN:0731-1745
1745-3992
DOI:10.1111/emip.12368