英防疫封锁带来的额外学习时间“或增加一等成绩”

英国大学协会和协会院校联盟称新冠疫情的“意外后果”是学生社交时间减少而学习时间增加了

四月 16, 2021
Pub Closed Blackboard or Chalkboard Sign Due to Coronavirus COVID-19 Pandemic
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一份新报告称,因新冠疫情进行的防疫封锁使一些学生可以花更多时间学习,这或许导致了去年英国获一等成绩学生数量的增加。

英国高等教育统计局(Higher Education Statistics Agency)的数据显示,2019/20学年里,英国有1/3以上毕业生(35%)以一等成绩获得学位,高于去年的28%。大约82%的学生获得“良好”荣誉(即first或者2:1),而上一年该数字为76%。

英国大学协会(Universities UK)和协会院校联盟(GuildHE)的简报称,上升数字背后可能有众多因素。此外,尽管许多学生认为因疫情向在线学习转变很困难,但“某些情况下有利于人们更关注独立学习和调整”。

该报告称,很多学生通常在学业之余会工作,但他们当中许多人因疫情而获得补贴休假或被裁员。同时,学生们的社交活动大幅减少。

该论文说:“疫情的一个意外后果是一些学生有更多时间专注于他们的学习。”

向在线教学的转变还为学生们提供了其他改善学习的方式。通过在线讲座,学生可以按照自己的步调和其他任务来异步学习,并可以选择重新访问课程。

报告称,这对须通勤学生、在职学生、有看护责任的学生和身心障碍学生特别有帮助。

此前,分数增长主要被归因于“无损”政策的实施,以补偿因封锁而导致的学习和评估中断。该分数政策意味着,在对毕业年学生的学位进行评估时,不得给学生比他们以前的分数更低的评分结果。

报告称,但就年终考试而言,这并不能阻止大学坚持其教育质量和标准。

例如,大学还能够改变评估的形式而非取消评估。该论文称,许多机构从总结性考试转向了形成性评估,比如课程作业和数字作品集,其好处是“专注于理解而不是记忆”。

“无损”政策也有可能影响了学生的行为,让他们有信心去放松并表现得更好。

英国大学协会和协会院校联盟写道,教育界现在必须“抓住疫情动荡期间创造的新机会,并进一步了解推动学位分类结果的各种因素”。

anna.mckie@timeshighereducation.com

本文由Liu Jing为泰晤士高等教育翻译。

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Reader's comments (3)

Yes and in most Universities students were given 24 or more hours to replace a 3 hour exam and students had full sets of notes and solutions ot exercises in front of them.....very strange this is not mentioned in the above article !
Also various mitigations were added under no-detriment policies meaning that students achieved higher overall averages. Arguably these would have a bigger impact than curtailed social activities
I'd like to see the data on which these conclusions are based. The link to the briefing that is referenced does not seem to work. Who knows, maybe there is solid empirical evidence behind those claims. But from personal experience at my University I can say that the no-detriment policy means students get a third and sometimes fourth attempt if they fail, the grades of whole modules will be automatically increased if they are lower than other modules (without consulting the module convener), extensions are given without asking too many questions, and the plagiarism offer looks the other way as soon as the alleged plagiarism quotes some sort of adverse circumstances. Meanwhile customers who show up to only a quarter of the seminars and are barely literate get a 2.1 degree. But these are just some subjective observations; I'm sure the rigorous evidence base built for that briefing document will leave no doubt that no such thing is going on and that it is indeed more study time that accounts for higher grades.