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Assessment in Education: Principles, Policy & Practice Volume 29, 2022 - Issue 3
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Articles

Changes in classroom assessment practices during emergency remote teaching due to COVID-19

Ernesto Panaderoa Departamento de Educación, Facultad de Educación y Deporte, Universidad de Deusto, Bilbao, Spain;b IKERBASQUE Basque Foundation for Science, SpainORCID Iconhttps://orcid.org/0000-0003-0859-3616View further author information
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Juan Frailec Universidad Francisco de Vitoria, Pozuelo de Alarcón, SpainCorrespondence[email protected]
ORCID Iconhttps://orcid.org/0000-0002-7212-7380View further author information
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Leire Pinedoa Departamento de Educación, Facultad de Educación y Deporte, Universidad de Deusto, Bilbao, SpainORCID Iconhttps://orcid.org/0000-0002-3046-5226View further author information
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Carlos Rodríguez-Hernándezd Institute for the Future of Education, Tecnológico de Monterrey, MexicoORCID Iconhttps://orcid.org/0000-0003-3140-3067View further author information
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Fernando Díeza Departamento de Educación, Facultad de Educación y Deporte, Universidad de Deusto, Bilbao, SpainORCID Iconhttps://orcid.org/0000-0002-7522-5189View further author information
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Pages 361-382 | Received 15 Jun 2021, Accepted 07 Apr 2022, Published online: 24 Apr 2022

Citations (6)

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Read on this site (3)

Heather L. Katz. (2023) Putting the Cart before the Horse: A Study of Introductory Political Science Students and the Evolution of an Assignment on Information Literacy. Journal of Political Science Education 0:0, pages 1-20.
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Cecilia Ka Yuk Chan. (2023) A review of the changes in higher education assessment and grading policy during covid-19. Assessment & Evaluation in Higher Education 48:6, pages 874-887.
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Therese N. Hopfenbeck. (2022) Assessing the role of students’ emotions on achievement. Assessment in Education: Principles, Policy & Practice 29:3, pages 285-287.
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Articles from other publishers (3)

Carlos Felipe Rodríguez-Hernández & Elvira G. Rincon-Flores. (2023) Comparative study between delivery modalities in higher education during emergency remote teaching due to COVID-19. Frontiers in Education 8.
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Narvy Oshin Huamani Huaranca, Liz Jackelyn Huamani Huaranca, Jorge Antonio Pinto de Alarcon & Alexa María Cedeño Macías. (2023) TIC en Universidades Públicas de Tres Países de la Comunidad Andina de Naciones durante el COVID-19. Comuni@cción: Revista de Investigación en Comunicación y Desarrollo 14:1, pages 41-54.
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Gustavo Morán-Soto, Aradaryn Marsh, Omar Israel González Peña, Matthew Sheppard, José Isabel Gómez-Quiñones & Lisa C. Benson. (2022) Effect of the COVID-19 Pandemic on the Sense of Belonging in Higher Education for STEM Students in the United States and Mexico. Sustainability 14:24, pages 16627.
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