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The research targets how learning outcomes are produced and how authentic assessment is enacted across remote learning, synchronous hybrid, alternate hybrid, and on-site modalities. 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(2023) . Learning assessment challenges from students and faculty perception in times of COVID-19: A case study. Contemporary Educational Technology, 15(2), ep415 .  \n[https://doi.org/10.30935/cedtech/12985](https://doi.org/10.30935/cedtech/12985)  \nARTICLE INFO ABSTRACT  \n\n| Received: 29 Oct 2022\u003Cbr>Accepted: 10 Jan 2023 | A mixed-method study about the perception of students and faculty around learning assessment practices was conducted in a multicampus competency-based approached Mexican private university. The objective was getting new knowledge about higher education community perception around learning assessment practices, learning outcomes production and how authentic assessment was driven while working on different modalities during the pandemic: remote learning, synchronous hybrid learning, alternate hybrid learning, and on-site modality. A questionnaire, and an interview for faculty and focus groups for students were designed, validated, and conducted. A total of 281 faculty and 908 students participated in this study. The main quantitative results indicate that students who took on-site classes evaluate the variables better than those who took hybrid classes. In addition, students who took remote classes evaluate the authenticity variable better than those who took it in alternate hybrid modality. In the case of the faculty, only the equality variable showed significant differences between the reported modalities. Besides, the main qualitative results indicate that perceptions are quite different between faculty and students while getting their perceptions from an evaluation standards scope. Thus, their perspectives around equality, authenticity, feasibility, reliability and ethics were obtained and discussed against literature. The main conclusions of the study remarked that students and faculty were positive towards most of the execution of learning assessment and learning outcomes practices during the pandemic. Nevertheless, students’preference of on-site modality was determined as the way they have more opportunities for interacting and learning more from assessment and feedback.\u003Cbr>Keywords: innovation in education, competency-based education, higher education, learning outcomes, performance assessment |\n| --- | --- |\n| INTRODUCTION |  |\n\nThe situation of educational emergency derived from the pandemic caused by COVID-19 affected thousands of educational communities and institutions around the world. Governments established different strategies to face these challenges derived from the circumstances. In most cases, the first decisions focused  \non taking rapid solutions on the delivery modes based on technological tools to fulfil academic needs (Ibrahim et al., 2022; Tadesse & Muluye, 2020) . These fast-track solutions permitted continuity of learning activities inmost cases.  \nNowadays, by the end of the health emergency situation, after several meaningful learning experiences, it is time to understand, in a deep way, the positive and negative sequels derived from almost 24 months in terms of some emergent educational practices. For this reason, this study addresses the learning assessment practices and learning outcomes achievemen","cbCaikrOj2wIARKo","https://ap.wps.com/l/cbCaikrOj2wIARKo","pdf",529320,18,"English","# ARTICLE INFO ABSTRACT\n# INTRODUCTION\n## Challenges Around Educational Change During the Pandemic","[{\"question\":\"What is the study’s main purpose regarding learning assessment during COVID-19?\",\"answer\":\"It investigates students’ and faculty perceptions of learning assessment practices and how learning outcomes and authentic assessment are driven across different learning modalities during the pandemic.\"},{\"question\":\"Which learning modalities are compared in the research?\",\"answer\":\"The study compares remote learning, synchronous hybrid learning, alternate hybrid learning, and on-site modality.\"},{\"question\":\"What do the quantitative results suggest about modality effects?\",\"answer\":\"Students in on-site classes evaluate the variables better than students in hybrid classes, and remote students rate the authenticity variable better than those in alternate hybrid modality; for faculty, only the equality variable shows significant differences between modalities.\"}]","Learning assessment challenges from students and faculty perception in times of COVID-19 - A case study | PDF",1792090344,45]