From emergency to opportunity: Greek primary school teachers’ journey in digital assessment before, during, and after COVID-19
DOI:
https://doi.org/10.60923/issn.1970-2221/22237Keywords:
digital pedagogy, formative assessment, summative assessment, emergency remote teaching, primary educationAbstract
This article examines how Greek primary school teachers adapted to digital assessment practices before, during, and after the COVID-19 pandemic. Drawing on a mixed-methods approach (questionnaire surveys and focus groups) with 417 teachers, the study traces the shift from limited technology use to a more engaged deployment of digital tools. Results highlight the rapid learning curve imposed by school closures, revealing both persistent challenges - such as infrastructure gaps and academic dishonesty concerns - and clear opportunities for more responsive, student-centered pedagogy. Teacher reflections emphasize the need for stronger professional development in digital competence, especially in training for online formative and summative assessments. Despite the undeniable strain placed on educators, many welcomed the potential for tailored feedback, enhanced collaboration, and robust learner engagement made possible by digital assessment tools. Ultimately, these experiences signal a transformative resilience in Greek primary education, paving the way for sustained innovation in assessment practices.
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