Pandemic pedagogy in Life Sciences

the assessment conundrum and diversifying delivery modes

Authors

DOI:

https://doi.org/10.31686/ijier.vol10.iss9.3858

Keywords:

pandemic pedagogy, life sciences, assessment and feedback, flexible learning

Abstract

COVID-19 had a significant impact on higher education, forcing emergency remote teaching.  The quantity versus quality assessment conundrum is a continuing debate and the rapid transition to online delivery provided an opportunity to assess this.

We compared data on assessment number and type, student experience and outcomes, pre-COVID-19 and during the COVID-19 pandemic. Data on perceptions of differential modes of learning are assessed in the form of extra-curricular summer schools to replace or enhance modular laboratory and fieldwork practicals.

There was minimal decrease in assessment load (9.6%) and type (12.5%). Differences in student perceptions of assessment and modules were insignificant (t=22, p=0.1) between years and student outcomes revealed an average 4% increase in the COVID-19 year. Summer schools were viewed very positively, with 72% preferring the intensive teaching format. This study provides additional evidence in the assessment dilemma and developments towards more flexible modes of learning.

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Author Biographies

  • Leanne J Hepburn, University of Essex

    School of Life Sciences

  • Louise H Beard, University of Essex

    School of Life Sciences

  • Kerry-Lee Etsebeth, University of Essex

    School of Life Sciences

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Published

2022-09-01

How to Cite

Hepburn, L. J., Beard, L. H., & Etsebeth, K.-L. (2022). Pandemic pedagogy in Life Sciences: the assessment conundrum and diversifying delivery modes. International Journal for Innovation Education and Research, 10(9), 1-11. https://doi.org/10.31686/ijier.vol10.iss9.3858