Overview
- Presents differences between online instruction and face-to-face instruction
- Includes research on mental health issues due to school closure
- Assesses the impact of COVID-19 on reading comprehension
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Table of contents (11 chapters)
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Front Matter
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Back Matter
Keywords
- Effects of Covid on Education
- Learning During a Pandemic
- Discontinuity on Face-to-face Education
- Progress in International Reading Literacy Study (PIRLS) 2021
- Ability to Read
- Face-to-face Instruction
- School Closures
- Student Mental Health
- International Evaluation
- Reading Comprehension
- Education Inequalities
- PIRLS 2021
- Learning Loss
- Online Instruction
- School Closures
About this book
This edited book focuses on the central and up-to-date issues that represent some of the most relevant challenges and limitations of International Learning Assessments (ILSAs). It specifically sheds light on the general effects of the discontinuation of face-to-face education on students at diverse academic levels during the COVID-19 pandemic.
Through the lens of the most relevant experts of the field, it highlights the asymmetric effects on students based on family income, education level, or employment, imposing a heavy toll on those with less resources.
It raises issues regarding the impact on the mental health of students and education professionals due to school closures. Modern education is shifting its focus from just scores to detailed, qualitative feedback. Such comprehensive insights help students identify both strengths and growth areas, making assessments more constructive.
This book is aimed for researchers in the field of educationalassessments, graduate and postgraduate students, policy makers, and anyone interested in making informed decisions regarding ILSAs. COVID-19 brought immense educational challenges, it also presented an unprecedented opportunity: to reassess and reform existing systems, steering towards assessments that are both fair and empowering.
Editors and Affiliations
About the editors
Prof. Jorge Sainz teaches Applied Economics at Universidad Rey Juan Carlos and is Visiting Fellow at the Institute for Policy Research, UK. He has been Visiting Professor and Researcher at several universities, having published more than 100 articles in scientific and professional science journals and books. Also, he has been Secretary of Universities, Ministry of Education, Spain, and Consultant on education to OECD, OEI, and EU Commission.
Prof. Ismael Sanz has been Director of the National Institute for Educational Evaluation of the Spanish Ministry of Education and Chair of the Strategic Development Group of PISA of the OECD. He is Author of articles in research journals such as Economic Journal, Oxford Bulletin of Economics and Statistics, Scandinavian Journal of Economics, Canadian Journal of Economics, European Journal of Political Economy, Public Choice, or IZA Journal of Labour Studies.
Bibliographic Information
Book Title: Addressing Inequities in Modern Educational Assessment
Book Subtitle: Bridging the Gap
Editors: Jorge Sainz, Ismael Sanz
DOI: https://doi.org/10.1007/978-3-031-45802-6
Publisher: Springer Cham
eBook Packages: Education, Education (R0)
Copyright Information: The Editor(s) (if applicable) and The Author(s), under exclusive license to Springer Nature Switzerland AG 2023
Hardcover ISBN: 978-3-031-45801-9Published: 15 November 2023
Softcover ISBN: 978-3-031-45804-0Due: 16 December 2023
eBook ISBN: 978-3-031-45802-6Published: 14 November 2023
Edition Number: 1
Number of Pages: X, 205
Number of Illustrations: 5 b/w illustrations, 29 illustrations in colour
Topics: Study and Learning Skills, Education, general, Education Policy