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The Development of Sustainable Assessment during the COVID-19 Pandemic: The Case of the English Language Program in South Korea

Author

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  • Sun-Joo Chung

    (Department of English Language and Literature, Gachon University, 1342 Seongnamdaero, Sujeong-gu, Seongnam-si, Gyeonggi-do 13120, Korea)

  • Lee-Jin Choi

    (Department of English Education, Hongik University, Seoul 04066, Korea)

Abstract

The COVID-19 pandemic has posed challenges to educational systems around the world. In particular, language learning environments being impacted by the pandemic has resulted in a shift from traditional in-person to online language teaching. This paper examines the case of an English language program in South Korea to investigate how the sudden transition to online language teaching has influenced language instructors’ teaching and assessment practice. The current study also examines the level of satisfaction of instructors and students with the changing form of English language teaching and assessment practices. Results showed that a professional learning community was formed by instructors to engage in regular communication as an attempt to develop new forms of assessment practices that were process-oriented and formative. Instructors also assigned multimodal projects to promote sustainable assessments where students could actively utilize target language forms and structures. Students were highly satisfied with new forms of language assessment practices, whereas instructors’ level of satisfaction towards their language assessment practices were somewhat low. Findings provided educators with language assessment suggestions that can offer language instructors ideas to deliver more creative and sustainable language assessment strategies that can promote self-regulated learning and sustainable development.

Suggested Citation

  • Sun-Joo Chung & Lee-Jin Choi, 2021. "The Development of Sustainable Assessment during the COVID-19 Pandemic: The Case of the English Language Program in South Korea," Sustainability, MDPI, vol. 13(8), pages 1-13, April.
    • Handle: RePEc:gam:jsusta:v:13:y:2021:i:8:p:4499-:d:538381
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    References listed on IDEAS

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    1. Hee-jeong Kim, 2020. "Concreteness Fading Strategy: A Promising and Sustainable Instructional Model in Mathematics Classrooms," Sustainability, MDPI, vol. 12(6), pages 1-18, March.
    2. Kyung Sun Lee & Hye Jeong Kim & Jieun Kang, 2019. "From Uniformity to Sustainable Diversity: Exploring the Design Attributes of Renovating Standardized Classrooms in Korea," Sustainability, MDPI, vol. 11(20), pages 1-17, October.
    3. Hilary Whitehouse, 2015. "Cross-Sectorial Relationships for Education for Sustainability," CSR, Sustainability, Ethics & Governance, in: Gianna Moscardo & Pierre Benckendorff (ed.), Education for Sustainability in Tourism, edition 1, chapter 0, pages 117-132, Springer.
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    Cited by:

    1. Meng-Jun Hsu & Ming-Chia Hsieh & Emmanuel Kwame Opoku, 2022. "Knowledge Co-Creation during the COVID-19 Pandemic: A Dual-Regulated Learning Model in Virtual Hospitality Communities," Sustainability, MDPI, vol. 14(8), pages 1-18, April.

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