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

  • Toni Mäkipää Faculty of Educational Sciences, University of Helsinki, Finland
  • Kaisa Hahl Faculty of Educational Sciences, University of Helsinki, Finland
  • Milla Luodonpää-Manni Faculty of Educational Sciences, University of Helsinki, Finland
Keywords: assessment, feedback, foreign language teaching and learning, remote teaching


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 of their 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.


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How to Cite
Mäkipää, T., Hahl, K., & Luodonpää-Manni, M. (2021). Teachers’ Perceptions of Assessment and Feedback Practices in Finland’s Foreign Language Classes During the Covid-19 Pandemic. Center for Educational Policy Studies Journal, 11(Sp.Issue), 219-240. https://doi.org/10.26529/cepsj.1108