Abstract
This paper identifies the two main areas of online education that cause problems for elementary/primary school teachers. This is done through the use of quantitative and qualitative data collected cross culturally in 2022. Specifically, teacher interviews and surveys were used. Through rigorous data analysis and triangulation, the two key problem areas that come out on top repeatedly are Assessing and Engaging students. The paper then goes on to identify best practice approaches to the integration of these two key problem areas, attempting to put forward a case and set of practical methods for “Making Assessment Engaging for Elementary/Primary Students in Online Learning.” This is done through a combination of a best practice literature review, teacher interviews and lesson observation forms. Justifications for the importance of this approach to assessing when teaching online are given, as well as potential limitations for this study.
Author Information
Gregory Macur, University of Sunderland, United Kingdom
Paper Information
Conference: PCE2023
Stream: Assessment Theories & Methodologies
This paper is part of the PCE2023 Conference Proceedings (View)
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To cite this article:
Macur G. (2023) Making Assessment Engaging for Elementary/Primary Students in Online Learning ISSN: 2758-0962 The Paris Conference on Education 2023: Official Conference Proceedings https://doi.org/10.22492/issn.2758-0962.2023.42
To link to this article: https://doi.org/10.22492/issn.2758-0962.2023.42
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