A Review Of The Changes In Higher Education Assessment And Grading Policy During Covid-19

Abstract

The COVID-19 pandemic has not only brought about sociocultural, psychological, and economic challenges, but also educational problems that have entailed radical policy changes to accommodate the needs of universities and colleges to fulfil their role as providers of education. Before the pandemic, the majority of university courses were designed for face-to-face settings – but under the social distancing policies since COVID-19, institutions have had to act and react quickly, revising their teaching and assessment policies to ensure that education continues for all students and accommodate the new remote reality of education however permissible. This paper provides a review of the changes in educational assessment and grading policies of universities around the world in response to the COVID-19 pandemic, where FIVE key themes were identified, namely covid-19 binary grading system, revised regulations governing the final degree award, relaxed academic progression policies, revised extension/deferral/exceptional circumstances policies, and mark adjustments. While we are still in its midst, this review will serve as a useful summary for institutions to reflect upon and inform planning strategies for subsequent unexpected future events.