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A Tale of Two Sections: Assessment Variation in Hybrid Teaching of Introductory Sociology Classes during the COVID-19 Pandemic

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Document pages: 8 pages

Abstract: This study analyzes the efficacy of varied types of assessment in student learning in a collegiate level introductory sociology course held during the COVID-19 pandemic. Two sections were taught in one semester via hyflex modality. Each utilized unique assessments to measure course level outcomes. Both section assessments measured the achievement of student learning against the proscribed course learning outcomes. The researcher employed mixed methods to gather data for this study including outcome achievement, grading statistical data, and autoethnographic methods to examine the instructor experience. Questions about teaching during the COVID-19 pandemic typically focus on the student experience or technology use, not teaching or pedagogical challenges. Teaching activity choice and success remains unexplored. This study follows a single semester, comparing the teaching experience among two sections at the same institution. Results reflect that the innovative, less structured but more meaningful group project assessment led to both greater teaching satisfaction and higher student achievement of learning.

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