New publication: “Online assessment practices during the pandemic in secondary schools in Catalonia.”

Based on the project “Analysis of factors that contribute to the development of formative assessment and feedback practices with digital technologies in secondary education during the Covid-19 period” (DITAL:, funded by the Institute for Research in Education (IRE-UB) (2020 call for grants for research projects), a survey based on research was carried out on online assessment practices during the pandemic, framed in secondary schools in Catalonia. To be able to do so, we had the collaboration of the General Directorate of Innovation and Digital Culture of the Department of Education of the Generalitat de Catalunya. The article is written by Dr. Elena Cano (IRE, and LMI research group), Dr. Laia Lluch (LMI research group) and Dr. Marc Fuertes-Alpiste (IRE and GREAV research group).

During the COVID-19 pandemic, teachers had to face different teaching and assessment challenges. This study aims to analyze the relationship between the assessment practices of teachers (related to their assessment conceptions) with their self-perceived level of teachers’ digital competence (TDC) and their received TDC and assessment training courses. For this, the authors applied an online questionnaire that analyzed the case of secondary school teachers in Catalonia (Spain) (n = 278).

It shows that the teachers who have the highest self-perception of teaching digital competence (TDC) are the ones who perceive themselves as having a more complete and holistic understanding of assessment. And the ones that do actually have a higher level of TDC claim to develop practices in a more formative way than the ones with lower teaching digital competences. Also, teacher training during the pandemic had an influence on good assessment practices. We should take this into account for pre-service and in-service training.

The article is published in the journal Technology, Pedagogy & Education, indexed in Scopus (Citescore 7.1, and SJR Q1 Education). As it is not available in an open Access format, in case there is anyone interested in reading it, please feel free to contact the authors.

Reference: Cano Garcia, E., Lluch Molins, L., & Fuertes-Alpiste, M. (2024). Online assessment practices during the pandemic in secondary schools in Catalonia. Technology, Pedagogy and Education, 1–17.