Chapter 13: Assessing Learners in Online And Hybrid Learning Environments

Education worldwide has experienced a proliferation of online learning, a trend unlikely to slow in the coming years. The emergence of the COVID-19 pandemic in 2020 and rapid transition to remote learning increased the capacities for higher education institutions to offer online, distance, and hybrid courses. However, K–12 classroom teachers were less likely to be prepared for online learning and assessment, as teacher preparation programs are primarily preparing their students for in-person teaching and learning (Ogodo et al., 2021). This is not surprising, as online and remote learning only accounted for about a quarter of teaching modality of K–12 teachers in the 2017–2018 school year (National Center for Education Statistics, 2020). This lack of preparation for online teaching and assessment necessitate reform to pre-service teachers’ preparation to include developing competence with instructional technologies for distance or hybrid learning environments (Darling-Hammond & Hyler, 2020).