Assessing Learning Loss
Joseph M Woodside, Stetson University, United States
Society for Information Technology & Teacher Education International Conference, in Online, United States ISBN 978-1-939797-55-1 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA
Problem Introduction: Educational institutions have implemented modified changes in instruction which have impacted learning outcomes, while at the same time also postponing assessments because of the COVID-19 pandemic. The assessment gap limits the ability to accurately gauge impacts on learning loss. While estimates are being developed for learning loss, long-term implications and methods to address the potential learning loss are currently limited.
What Was Done: This study addresses and reviews the set of literature pertaining to assessment of student learning loss. A learning periodization and digital scaffolding cyclical artifact are developed for policy and educational instruction recommendations as a result of the pandemic.
Why This Work is Important: This paper presents several successful guidelines and strategies for educators for navigating learning loss through prior literature review and construction of a conceptual model and remediation timeline which addresses assessment of learning loss before, during, and after the pandemic.
Woodside, J.M. (2021). Assessing Learning Loss. In E. Langran & L. Archambault (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 986-990). Online, United States: Association for the Advancement of Computing in Education (AACE). Retrieved June 10, 2023 from https://www.learntechlib.org/primary/p/219246/.
© 2021 Association for the Advancement of Computing in Education (AACE)
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