Teachers’ Perceptions of Assessment and Feedback Practices in Finland’s Foreign Language Classes During the Covid-19 Pandemic

Oct 15, 2026

Examines how the Covid-19 pandemic affected the quality of teachers’ assessment and feedback in Finland’s foreign language classes during the remote teaching period in spring 2020. The study investigates teachers’ perceptions across school levels, and how remote teaching was reflected in students’ final assessment at the end of basic education. Data come from an online questionnaire analyzed through quantitative and qualitative methods. Results show mostly successful assessment and feedback, yet mixed perceptions on key issues and differences in feedback amount and forms across respondents and levels, with remote teaching influencing final grades less than the final months.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages22

Reading Time55 min

AccessFree to download

Introduction

Study aims

Finnish schooling context

Remote teaching during spring 2020

doi: 10.26529/cepsj.1108 Teachers’ Perceptions of Assessment and Feedback Practices in Finland’s Foreign Language Classes During the Covid-19 Pandemic Toni Mäkipää*1, Kaisa Hahl2 and Milla Luodonpää-Manni2 • In this paper, we examine how the Covid-19 pandemic affected the quality of teachers’ assessment and feedback in Finland’s foreign language classes during the remote teaching period in spring 2020. Multifaceted assessment and feedback practices are underscored in Finland’s core curricula, forming a focal aspect of learning. Therefore, we studied teachers’ perceptions oftheir assessment and feedback practices at different school levels during the remote teaching period and how they considered the remote teaching period in students’ final assessment at the end of basic education. Data were collected through an online questionnaire and analysed using both quantitative and qualitative methods. Most of the 176 respondents felt that assessment and feedback practices were implemented successfully, and the final assessment was realistic and reliable. However, teachers’perceptions were mixed on several issues, and differences were found in the amount and form of feedback between respondents and school levels or what competence demonstration or assignments to count towards the final assessment. In addition, the remote teaching period usually had less influence on students’ final grades than the last few months of basic education. The results suggest that more attention should be paid to enhancing feedback practices and connecting with students during remote teaching periods. Keywords: assessment, feedback, foreign language teaching and learning, remote teaching 1 *Corresponding Author. Faculty of Educational Sciences, University of Helsinki, Finland; [toni.makipaa@helsinki.fi](toni.makipaa@helsinki.fi). 2 Faculty of Educational Sciences, University of Helsinki, Finland. Učiteljevo zaznavanje ocenjevalnih praks in povratnih informacij pri pouku tujega jezika na Finskem med pandemijo covida-19 Toni Mäkipää, Kaisa Hahl in Milla Luodonpää-Manni • V prispevku preučujemo, kako je pandemija covida-19 vplivala na kakovost učiteljevega ocenjevanja in podajanja povratnih informacij pri pouku tujega jezika na Finskem med poukom na daljavo spomladi 2020. V finskih učnih načrtih so poudarjene večplastne prakse ocenjevanja in podajanja povratnih informacij; te predstavljajo osrednji vidik učenja. Zato smo preučevali, kako učitelji zaznavajo svoje prakse ocenjevanjain posredovanje povratnih informacij na različnih ravneh šole v obdobju poučevanja na daljavo ter kako upoštevajo obdobje poučevanja nadaljavo pri sklepnem ocenjevanju učencev ob koncu osnovnega izobraževanja. Podatki so bili zbrani s spletnim vprašalnikom ter analiziranis kvantitativnimi in kvalitativnimi metodami. Večina izmed 176 anketirancev je menila, da se prakse ocenjevanja in posredovanja povratnih informacij izvajajo uspešno ter da je končna ocena realna in zanesljiva. A zaznavanja učiteljev glede več vprašanj so bila različna, ugotovljene paso bile tudi razlike v količini in obliki povratnih informacij med anketiranci in ravnmi šol ter v tem, katere izražene kompetence ali naloge seupoštevajo pri končni oceni. Poleg tega je imelo obdobje pouka na daljavo običajno manjši vpliv na končno oceno učencev kot zadnjih nekaj mesecev osnovnega izobraževanja. Izsledki kažejo, da bi bilo treba več pozornosti nameniti izboljšanju prakse posredovanja povratnih informacij in povezovanju z učenci v obdobjih poučevanja na daljavo. Ključne besede: ocenjevanje, povratna informacija, poučevanje inučenje tujih jezikov, poučevanje na daljavo Introduction This study aimed to investigate how the Covid-19 pandemic affected Finnish language teachers’ assessment and feedback practices during the remote teaching period between March and May 2020. More specifically, we examined whether teachers were satisfied with their assessment and the quality, amount, and forms of feedback the

FAQs

What is the main aim of this study?

To investigate how the Covid-19 pandemic affected Finnish language teachers’ assessment and feedback practices during remote teaching between March and May 2020.

How were teachers’ perceptions and practices studied?

Data were collected through an online questionnaire and analyzed using both quantitative and qualitative methods.

What did the results show about assessment and feedback success?

Most of the 176 respondents felt assessment and feedback practices were implemented successfully, and that the final assessment was realistic and reliable.

Oct 15, 2026

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