Just in Time Assessments: Addressing Learning Gaps in the Post-Pandemic Classroom

In the wake of the COVID-19 pandemic, identification of learning gaps in knowledge has become critical (Asamoah et al., 2022). With the abrupt shift to remote learning in 2020 and its continuation beyond, it is likely that many learners have fallen behind. These concerns are supported by the results of studies in which remote instruction was determined to be less effective than in-person instruction (Cater et al., 2012; Rovai et al., 2007; Wanner & Palmer, 2015). As such, the impact of the disruptions to learning due to the pandemic should not be underestimated. Much of the knowledge learners are expected to acquire in intermediate and advanced courses is built upon foundational knowledge acquired in prior courses. Without this prerequisite knowledge, learners cannot progress to more challenging topics. Due to the pandemic and rise in remote learning, educators should expect knowledge gaps (Bailey et al., 2021; Dorn et al., 2021). Given these circumstances, it has become increasingly important to design upper-level courses to expose gaps in prerequisite knowledge to both learners and educators. As gaps are uncovered, efforts can then be directed toward closing these gaps, enabling learners to comprehend more complex topics. The purpose of this chapter is to provide a 4-stage assessment process designed to expose learning gaps, especially foundational knowledge, in the context of upper-level courses in this post-COVID era.<br><br>Assessment is an integral part of classroom instruction. Exams are one form of assessment that educators use to detect gaps between course learning objectives and what learners have actually learned. A limitation of exams and other summative assessments is that these assessments typically occur at the end of a learning unit when it may be too late to address learning deficiencies that may be due to gaps in prerequisite knowledge (Connors, 2021). The concept of “Just in Time”(JIT) which originated in the manufacturing environment can also be applied in the educational environment (Bart et al., 2022; Hudspeth, 1992). Rather than waiting until the end of the instructional unit to evaluate cumulative knowledge, formative assessments can be dispersed throughout the learning process, creating a continuous and iterative learning environment in contrast to the traditional linear design. The “just-in-time” feedback provided by formative assessments allows learners to identify and remediate deficiencies in learning and educators to respond with appropriate course modifications <i>prior to</i> the summative assessment (Russell et al., 2022). In this chapter, the JIT concept is more narrowly applied to feedback that exposes learners’ level of understanding of the critical concepts and skills that underlie complex topics taught in upper-level courses. Unlike other assessment models, this chapter provides a systematic 4-stage assessment process which initially focuses on the prerequisite knowledge that underlies new, more complex topics to be learned and continues beyond the summative assessment of how well these complex topics have been learned.