UNESCO-COVID-19高风险考试与评估的国家应对策略概览（英文）-2020.4.11-16页_435kb

Summary of National Coping Strategies for High-Stakes Examinations During the COVID-19 Pandemic

Core Content

The document provides an overview of how countries around the world have responded to the disruption of education systems due to the Covid-19 pandemic, particularly with regard to high-stakes examinations and assessments. These exams are crucial for student progression, graduation, university admissions, and job entry, and their disruption has had significant implications for learners and education systems. The summary is based on data collected between March 24 and April 9, 2020, and reflects the decisions made by various countries at that time.

Main Views and Key Information

1. Coping Strategies Overview

Countries have adopted a range of strategies to manage high-stakes exams during the pandemic, including:

• Maintaining exams as scheduled: 22 countries have decided to hold exams on the originally planned dates, with safety measures in place.
• Cancelling exams: 11 countries have opted to cancel their exams, often replacing them with alternative grading methods.
• Postponing or rescheduling exams: 57 + 16 countries (including those under the Caribbean Examination Council) have postponed exams to later dates.
• Organizing exams online: 11 countries have introduced online assessments.
• Introducing alternative approaches to exams and validation of learning: 23 countries have implemented alternative methods to assess students, such as continuous assessment or reducing the number of exams.

2. Regional Breakdown of Strategies

Maintaining Exams

• Europe and North America: Finland, France, Germany, Hungary, Italy, Luxembourg, Poland, Slovenia
• Africa: Eritrea, Sierra Leone
• Arab Region: Egypt, Jordan, Morocco, Palestine, Saudi Arabia, Syria
• Asia and Pacific: Kazakhstan, New Zealand, Thailand
• Latin America: Brazil, Colombia, Costa Rica, Ecuador

Cancelling Exams

• Europe and North America: Ireland, France, Norway, Netherlands, Sweden, United Kingdom, Slovakia, USA
• Asia and Pacific: Indonesia, Japan
• Africa: Uganda
• Arab Region: None
• Latin America: None

Postponing/Rescheduling Exams

• Europe and North America: Austria, Bulgaria, Estonia, France, Germany, Greece, Ireland, Latvia, Lithuania, Malta, Netherlands, Spain, USA
• Africa: Angola, Burkina Faso, Cameroun, Central African Republic, the Gambia, Ghana, Guinea, Liberia, Nigeria, Seychelles, Tanzania, Togo
• Arab Region: Algeria, Iraq (including Kurdistan), Lebanon, Oman, Sudan, Tunisia
• Asia and Pacific: Bangladesh, China, Cambodia, Fiji, India, Indonesia, Iran, Malaysia, Mongolia, Nepal, Pakistan (Khyber Pakhtunkhuwa), Palau, Philippines, Republic of Korea, Samoa, Singapore, Sri Lanka, Thailand, Tonga, Uzbekistan, Viet Nam
• Latin America and Caribbean: Colombia (Calendario B), Costa Rica, Ecuador, Mexico, Venezuela

Organizing Exams Online

• Europe and North America: Belgium (Wallonia and Brussels), Estonia, Italy, United Kingdom, USA
• Asia and Pacific: Cambodia, Myanmar, Pakistan (Khyber Pakhtunkhuwa)
• Arab Region: Egypt
• Latin America: Mexico, Venezuela

Alternative Approaches to Exams and Validation

• Europe and North America: Bhutan, Czech Republic, Denmark, France, Italy, Malta, United Kingdom
• Africa: Angola
• Asia and Pacific: India, Indonesia, Micronesia, Mongolia, Myanmar, Palau, Thailand, Tonga, Uzbekistan, Viet Nam
• Arab Region: Egypt, Morocco
• Latin America: Ecuador, Mexico, Venezuela

3. Special Notes on Strategy Implementation

• Some countries have reduced the number of exams (e.g., Italy, Japan, Viet Nam).
• In several regions, continuous assessment has been prioritized over traditional exams.
• Adaptation of exam content and extension of the academic calendar are being considered in some cases.
• The impact on student progression and fairness in qualifications is a major concern, as the pandemic has disrupted the usual academic and assessment processes.

4. Key Challenges

• The lack of ICT infrastructure in many countries has limited the ability to conduct online exams.
• Uncertainty in the timeline of school reopenings and exam rescheduling has led to flexible and evolving strategies.
• The health and safety of students and examiners remains a primary consideration in all decisions.

5. Conclusion

The document highlights the diverse and dynamic responses of countries to the disruption of high-stakes exams due to the pandemic. While some countries have maintained exams with safety measures, others have opted for cancellation, postponement, or alternative assessment methods. The decisions are often made in response to the evolving situation, and further changes are expected as the pandemic continues to affect education systems globally.