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Assessment in Higher Education during the COVID-19 Pandemic: A Systematic Review

Author

Listed:
  • Marta Montenegro-Rueda

    (Department of Teaching and Educational Organization, University of Seville, 41013 Seville, Spain)

  • Antonio Luque-de la Rosa

    (Department of Education, University of Almeria, 04120 Almeria, Spain)

  • José Luis Sarasola Sánchez-Serrano

    (Department of Social Work and Social Services, Pablo de Olavide University, 41013 Seville, Spain)

  • José Fernández-Cerero

    (Department of Teaching and Educational Organization, University of Seville, 41013 Seville, Spain)

Abstract

In the face of the COVID-19 pandemic, millions of students have been affected by the closure of educational institutions. This has forced a shift from face-to-face to distance education, facing numerous emergency educational measures, such as online assessment. This study aims to present a systematic review of the literature on the impact of assessment in higher education during the pandemic. The study has followed the methodology set out in the PRISMA statement, and includes 13 studies selected from a total of 51. The results indicate that faculty and students have faced numerous challenges in moving to virtual environments; on the faculty side the lack of training in online assessment techniques is the main problem, on the students’ side there is dishonesty and misconduct. However, it is concluded that continuous assessment, not focused on exams, but in a more qualitative way is the best way to assess at a distance.

Suggested Citation

  • Marta Montenegro-Rueda & Antonio Luque-de la Rosa & José Luis Sarasola Sánchez-Serrano & José Fernández-Cerero, 2021. "Assessment in Higher Education during the COVID-19 Pandemic: A Systematic Review," Sustainability, MDPI, vol. 13(19), pages 1-13, September.
    • Handle: RePEc:gam:jsusta:v:13:y:2021:i:19:p:10509-:d:640517
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    References listed on IDEAS

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    1. -, 2020. "Education in the time of COVID-19," Coediciones, Naciones Unidas Comisión Económica para América Latina y el Caribe (CEPAL), number 45905 edited by Eclac.
    2. -, 2020. "Education in the time of COVID-19," Libros y Documentos Institucionales, Naciones Unidas Comisión Económica para América Latina y el Caribe (CEPAL), number 45905 edited by Eclac.
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    Cited by:

    1. Mostafa Aboulnour Salem & Ali Saleh Alshebami, 2023. "Exploring the Impact of Mobile Exams on Saudi Arabian Students: Unveiling Anxiety and Behavioural Changes across Majors and Gender," Sustainability, MDPI, vol. 15(17), pages 1-18, August.
    2. Carlos Cacciuttolo & Yaneth Vásquez & Deyvis Cano & Fernando Valenzuela, 2023. "Research Thesis for Undergraduate Engineering Programs in the Digitalization Era: Learning Strategies and Responsible Research Conduct Road to a University Education 4.0 Paradigm," Sustainability, MDPI, vol. 15(14), pages 1-27, July.
    3. Elena Cano García & Laia Lluch Molins, 2022. "Competence-Based Assessment in Higher Education during COVID-19 Lockdown: The Demise of Sustainability Competence," Sustainability, MDPI, vol. 14(15), pages 1-17, August.
    4. Tiziana Guzzo & Fernando Ferri & Patrizia Grifoni, 2023. "Lessons Learned during COVID-19 and Future Perspectives for Emerging Technology," Sustainability, MDPI, vol. 15(14), pages 1-15, July.

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