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Over 170 Prompts to Inspire Writing and Discussion

Here are all of our Student Opinion questions from the 2020-21 school year. Each question is based on a different New York Times article, interactive feature or video.

primary school assignment 2021

By The Learning Network

Each school day we publish a new Student Opinion question, and students use these writing prompts to reflect on their experiences and identities and respond to current events unfolding around them. To introduce each question, we provide an excerpt from a related New York Times article or Opinion piece as well as a free link to the original article.

During the 2020-21 school year, we asked 176 questions, and you can find them all below or here as a PDF . The questions are divided into two categories — those that provide opportunities for debate and persuasive writing, and those that lend themselves to creative, personal or reflective writing.

Teachers can use these prompts to help students practice narrative and persuasive writing, start classroom debates and even spark conversation between students around the world via our comments section. For more ideas on how to use our Student Opinion questions, we offer a short tutorial along with a nine-minute video on how one high school English teacher and her students use this feature .

Questions for Debate and Persuasive Writing

1. Should Athletes Speak Out On Social and Political Issues? 2. Should All Young People Learn How to Invest in the Stock Market? 3. What Are the Greatest Songs of All Time? 4. Should There Be More Gender Options on Identification Documents? 5. Should We End the Practice of Tipping? 6. Should There Be Separate Social Media Apps for Children? 7. Do Marriage Proposals Still Have a Place in Today’s Society? 8. How Do You Feel About Cancel Culture? 9. Should the United States Decriminalize the Possession of Drugs? 10. Does Reality TV Deserve Its Bad Rap? 11. Should the Death Penalty Be Abolished? 12. How Should Parents Support a Student Who Has Fallen Behind in School? 13. When Is It OK to Be a Snitch? 14. Should People Be Required to Show Proof of Vaccination? 15. How Much Have You and Your Community Changed Since George Floyd’s Death? 16. Can Empathy Be Taught? Should Schools Try to Help Us Feel One Another’s Pain? 17. Should Schools or Employers Be Allowed to Tell People How They Should Wear Their Hair? 18. Is Your Generation Doing Its Part to Strengthen Our Democracy? 19. Should Corporations Take Political Stands? 20. Should We Rename Schools Named for Historical Figures With Ties to Racism, Sexism or Slavery? 21. How Should Schools Hold Students Accountable for Hurting Others? 22. What Ideas Do You Have to Improve Your Favorite Sport? 23. Are Presidential Debates Helpful to Voters? Or Should They Be Scrapped? 24. Is the Electoral College a Problem? Does It Need to Be Fixed? 25. Do You Care Who Sits on the Supreme Court? Should We Care? 26. Should Museums Return Looted Artifacts to Their Countries of Origin? 27. Should Schools Provide Free Pads and Tampons? 28. Should Teachers Be Allowed to Wear Political Symbols? 29. Do You Think People Have Gotten Too Relaxed About Covid? 30. Who Do You Think Should Be Person of the Year for 2020? 31. How Should Racial Slurs in Literature Be Handled in the Classroom? 32. Should There Still Be Snow Days? 33. What Are Your Reactions to the Storming of the Capitol by a Pro-Trump Mob? 34. What Do You Think of the Decision by Tech Companies to Block President Trump? 35. If You Were a Member of Congress, Would You Vote to Impeach President Trump? 36. What Would You Do First if You Were the New President? 37. Who Do You Hope Will Win the 2020 Presidential Election? 38. Should Media Literacy Be a Required Course in School? 39. What Are Your Reactions to the Results of Election 2020? Where Do We Go From Here? 40. How Should We Remember the Problematic Actions of the Nation’s Founders? 41. As Coronavirus Cases Surge, How Should Leaders Decide What Stays Open and What Closes? 42. What Is Your Reaction to the Inauguration of Joe Biden and Kamala Harris? 43. How Worried Should We Be About Screen Time During the Pandemic? 44. Should Schools Be Able to Discipline Students for What They Say on Social Media? 45. What Works of Art, Culture and Technology Flopped in 2020? 46. How Do You Feel About Censored Music? 47. Why Do You Think ‘Drivers License’ Became Such a Smash Hit? 48. Justice Ginsburg Fought for Gender Equality. How Close Are We to Achieving That Goal? 49. How Well Do You Think Our Leaders Have Responded to the Coronavirus Crisis? 50. To What Extent Is the Legacy of Slavery and Racism Still Present in America in 2020? 51. How Should We Reimagine Our Schools So That All Students Receive a Quality Education? 52. How Concerned Do You Think We Should Be About the Integrity of the 2020 Election? 53. What Issues in This Election Season Matter Most to You? 54. Is Summer School a Smart Way to Make Up for Learning Lost This School Year? 55. What Is Your Reaction to the Senate’s Acquittal of Former President Trump? 56. What Is the Worst Toy Ever? 57. How Should We Balance Safety and Urgency in Developing a Covid-19 Vaccine? 58. What Are Your Reactions to Oprah’s Interview With Harry and Meghan? 59. Should the Government Provide a Guaranteed Income for Families With Children? 60. Should There Be More Public Restrooms? 61. Should High School-Age Basketball Players Be Able to Get Paid? 62. Should Team Sports Happen This Year? 63. Who Are the Best Musical Artists of the Past Year? What Are the Best Songs? 64. Should We Cancel Student Debt? 65. How Closely Should Actors’ Identities Reflect the Roles They Play? 66. Should White Writers Translate a Black Author’s Work? 67. Would You Buy an NFT? 68. Should Kids Still Learn to Tell Time? 69. Should All Schools Teach Financial Literacy? 70. What Is Your Reaction to the Verdict in the Derek Chauvin Trial? 71. What Is the Best Way to Stop Abusive Language Online? 72. What Are the Underlying Systems That Hold a Society Together? 73. What Grade Would You Give President Biden on His First 100 Days? 74. Should High Schools Post Their Annual College Lists? 75. Are C.E.O.s Paid Too Much? 76. Should We Rethink Thanksgiving? 77. What Is the Best Way to Get Teenagers Vaccinated? 78. Do You Want Your Parents and Grandparents to Get the New Coronavirus Vaccine? 79. What Is Your Reaction to New Guidelines That Loosen Mask Requirements? 80. Who Should We Honor on Our Money? 81. Is Your School’s Dress Code Outdated? 82. Does Everyone Have a Responsibility to Vote? 83. How Is Your Generation Changing Politics?

Questions for Creative and Personal Writing

84. What Does Your Unique Style Say About You? 85. How Do You Spend Your Downtime? 86. Would You Want to Live to 200? 87. How Do You Connect to Your Heritage? 88. What Do You Think Are the Secrets to Happiness? 89. Are You a Sneakerhead? 90. What Role Have Mentors Played in Your Life? 91. If You Could Make Your Own Podcast, What Would It Be About? 92. Have You Ever Felt Pressure to ‘Sell Your Pain’? 93. Do You Think You Make Good Climate Choices? 94. What Does TikTok Mean to You? 95. Do Your Parents Overpraise You? 96. Do You Want to Travel in Space? 97. Do You Feel You’re Friends With Celebrities or Influencers You Follow Online? 98. Would You Eat Food Grown in a Lab? 99. What Makes You Cringe? 100. What Volunteer Work Would You Most Like to Do? 101. How Do You Respond When People Ask, ‘Where Are You From?’ 102. Has a School Assignment or Activity Ever Made You Uncomfortable? 103. How Does Your Identity Inform Your Political Beliefs and Values? 104. Are You an Orchid, a Tulip or a Dandelion? 105. Are You Having a Tough Time Maintaining Friendships These Days? 106. How Is Your Mental Health These Days? 107. Do You Love Writing or Receiving Letters? 108. What Has Television Taught You About Social Class? 109. Are You Easily Distracted? 110. What Objects Bring You Comfort? 111. What Is Your Favorite Memory of PBS? 112. Have You Ever Felt Embarrassed by Your Parents? 113. What Are You Doing to Combat Pandemic Fatigue? 114. Have You Ever Worried About Making a Good First Impression? 115. What Do You Want Your Parents to Know About What It’s Like to Be a Teenager During the Pandemic? 116. How Have You Collaborated From a Distance During the Pandemic? 117. How Important Is It to You to Have Similar Political Beliefs to Your Family and Friends? 118. How Are You Feeling About Winter This Year? 119. Which Celebrity Performer Would You Like to Challenge to a Friendly Battle? 120. How Mentally Tough Are You? 121. What Smells Trigger Powerful Memories for You? 122. What Are You Thankful for This Year? 123. Do You Miss Hugs? 124. Are You a Good Conversationalist? 125. What Habits Have You Started or Left Behind in 2020? 126. What Was the Best Art and Culture You Experienced in 2020? 127. What’s Your Relationship With Masks? 128. What Role Does Religion Play in Your Life? 129. How Will You Be Celebrating the Holidays This Year? 130. What Is Something Good That Happened in 2020? 131. What New Flavor Ideas Do You Have for Your Favorite Foods? 132. What Are Your Hopes and Concerns for the New School Year? 133. How Has 2020 Challenged or Changed You? 134. What Do You Hope for Most in 2021? 135. How Do You View Death? 136. What Is Your Favorite Fact You Learned in 2020? 137. What Are the Places in the World That You Love Most? 138. Have You Ever Experienced ‘Impostor Syndrome’? 139. How Well Do You Get Along With Your Siblings? 140. Do You Talk to Your Family About the Cost of College? 141. Do You Have a Healthy Diet? 142. How Do You Feel About Mask-Slipping? 143. Do You Believe in Manifesting? 144. How Do You Express Yourself Creatively? 145. What Are Your Family’s House Rules During the Covid Crisis? 146. What Online Communities Do You Participate In? 147. Have You Experienced Any Embarrassing Zoom Mishaps? 148. What Does Your Country’s National Anthem Mean to You? 149. Are Sports Just Not the Same Without Spectators in the Stands? 150. Would You Volunteer for a Covid-19 Vaccine Trial? 151. What ‘Old’ Technology Do You Think Is Cool? 152. Have You Ever Tried to Grow Something? 153. How Has the Pandemic Changed Your Relationship to Your Body? 154. How Do You Find New Books, Music, Movies or Television Shows? 155. Are You Nervous About Returning to Normal Life? 156. How Do You Celebrate Spring? 157. How Do You Talk With People Who Don’t Share Your Views? 158. Would You Want to Be a Teacher Someday? 159. What Would You Recommend That Is ‘Overlooked and Underappreciated’? 160. What Children’s Books Have Had the Biggest Impact on You? 161. What Is Your Gender Identity? 162. Have You Hit a Wall? 163. What Is the Code You Live By? 164. Do You Think You Have Experienced ‘Learning Loss’ During the Pandemic? 165. What Are the Most Memorable Things You’ve Seen or Experienced in Nature? 166. Do You Want to Have Children Someday? 167. What Have You Learned About Friendship This Year? 168. What Seemingly Mundane Feats Have You Accomplished? 169. Has a Celebrity Ever Convinced You to Do Something? 170. How Have You Commemorated Milestones During the Pandemic? 171. How Often Do You Read, Watch or Listen to Things Outside of Your Comfort Zone? 172. Do You Think You Live in a Political Bubble? 173. What Is Your Relationship With the Weight-Loss Industry? 174. What Have You Made This Year? 175. How Are You Right Now? 176. What Are You Grateful For?

Want more writing prompts?

You can find even more Student Opinion questions in our 300 Questions and Images to Inspire Argument Writing , 550 Prompts for Narrative and Personal Writing and 130 New Prompts for Argumentative Writing . We also publish daily Picture Prompts , which are image-centered posts that provide space for many different kinds of writing. You can find all of our writing prompts, added as they publish, here .

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Kathy Dyer

75 digital tools and apps teachers can use to support formative assessment in the classroom

primary school assignment 2021

There is no shortage of  formative assessment strategies, techniques, and tools  available to teachers who use formative instructional practice in their classrooms. Here is an extensive list of 75 digital tools, apps, and platforms that can help you and your students use formative assessment to elicit evidence of learning. We didn’t just add any old tool to this list. Here are the criteria we used for those that made the cut:

  • Supports formative instructional strategies and ways to activate learners to be resources for themselves and peers
  • Is free or awful close to it (under $10 per year, where possible)
  • Allows both students and teachers to take the activator role when possible (sometimes teachers need to get things started)

Before you dig into the tools, I encourage you to spend some time thinking about exactly what you want to accomplish with your students.  “How to pick the right digital tool: Start with your learning goal” by Erin Beard can help you wrap your head around goals and guide you in choosing the best tool for the task. “27 easy formative assessment strategies for gathering evidence of student learning” can help you decide what strategies work best for you and your students.

Record audio and video

  • Animoto  Gives students the ability to make a 30-second video of what they learned in a lesson.
  • AudioNote  A combination of a voice recorder and notepad, it captures both audio and notes for student collaboration.
  • Edpuzzle  Helps you use video (your own, or one from Khan Academy, YouTube, and more) to track student understanding.
  • Flip  Lets students use 15-second to 5-minute videos to respond to prompts. Teachers and peers can provide feedback.
  • QuickVoice Recorder  Allows you to record classes, discussions, or audio for projects. Sync your recordings to your computer easily for use in presentations.
  • Vocaroo  Creates audio recordings without the need for software. Embed the recording into slideshows, presentations, or websites.
  • WeVideo Lets you use video creatively to engage students in learning. Teachers and students alike can make videos.

Create quizzes, polls, and surveys

  • Crowdsignal  Lets you create online polls, quizzes, and questions. Students can use smartphones, tablets, and computers to provide their answers, and information can be culled for reports.
  • Edulastic  Allows you to make standards-aligned assessments and get instant feedback.
  • FreeOnlineSurveys  Helps you create surveys, quizzes, forms, and polls.
  • Gimkit  Lets you write real-time quizzes. And it was designed by a high school student!
  • Kahoot!  A game-based classroom response system that lets you create quizzes using internet content.
  • MicroPoll  Helps you create polls, embed them into websites, and analyze responses.
  • Naiku  Lets you write quizzes students can answer using their mobile devices.
  • Obsurvey  Designed to make surveys, polls, and questionnaires.
  • Poll Everywhere  Lets you create a feedback poll or ask questions and see results in real time. Allows students to respond in various ways. With open-ended questions, you can capture data and spin up tag clouds to aggregate responses.
  • Poll Maker  Offers unique features, like allowing multiple answers to one question.
  • ProProfs  Helps you make quizzes, polls, and surveys.
  • Quia  Lets you create games, quizzes, surveys, and more. Access a database of existing quizzes from other educators.
  • Quizalize  Helps you create quizzes and homework.
  • Quizizz  Guides you through designing quizzes and lets you include students in the quiz-writing process.
  • Quizlet  Lets you make flashcards, tests, quizzes, and study games that are mobile friendly.
  • Survey Hero  Designed to build questionnaires and surveys.
  • SurveyMonkey  Helpful for online polls and surveys.
  • SurveyPlanet  Also helpful for online polls and surveys.
  • Triventy  Lets you create quizzes students take in real time using individual devices.
  • Yacapaca  Helps you write and assign quizzes.
  • Zoho Survey  Allows you to make mobile-friendly surveys and see results in real time.

Brainstorm, mind map, and collaborate

  • AnswerGarden  A tool for online brainstorming and collaboration.
  • Coggle  A mind-mapping tool designed to help you understand student thinking.
  • Conceptboard  Software that facilitates team collaboration in a visual format, similar to mind mapping but using visual and text inputs.
  • Dotstorming  A whiteboard app that allows digital sticky notes to be posted and voted on. This tool is best for generating class discussion and brainstorming on different topics and questions.
  • Educreations Whiteboard  A whiteboard app that lets students share what they know.
  • iBrainstorm  Lets students collaborate on projects using a stylus or their finger.
  • Miro  Allows whole-class collaboration in real time.
  • Padlet  Provides a blank canvas for students to create and design collaborative projects.
  • ShowMe Interactive Whiteboard  Another whiteboard tool to check understanding.
  • XMind  Mind-mapping software for use on desktop computers and laptops.

Present, engage, and inspire

  • BrainPOP Lets you use prerecorded videos on countless topics to shape your lesson plan, then use quizzes to see what stuck.
  • Buncee  Helps students and teachers visualize, communicate, and engage with classroom concepts.
  • Five Card Flickr  Uses the tag feature from photos in Flickr to foster visual thinking.
  • PlayPosit  Allows you to add formative assessment features to a video from a library or popular sites, such as YouTube and Vimeo, to survey what students know about a topic.
  • RabbleBrowser  Allows a leader to facilitate a collaborative browsing experience.
  • Random Name/Word Picker  Facilitates random name picking. You can also add a list of keywords and use the tool to prompt students to guess words by providing definitions.
  • Socrative  Uses exercises and games to engage students with a topic.
  • Adobe Express  Lets you add graphics and visuals to exit tickets.
  • Typeform  Helps you add graphical elements to polls.

Generate word or tag clouds

  • EdWordle Generates word clouds from any entered text to help aggregate responses and facilitate discussion. Word clouds are pictures composed of a cloud of smaller words that form a clue to the topic.
  • Tagxedo Allows you to examine student consensus and facilitate dialogues.
  • Wordables Helps you elicit evidence of learning or determine background knowledge about a topic.
  • WordArt Includes a feature that allows the user to make each word an active link to connect to websites, including YouTube.

Get real-time feedback

  • Formative Lets you assign activities, receive results in real time, and provide immediate feedback.
  • GoSoapBox Works with the bring-your-own-device model and includes an especially intriguing feature: a confusion meter.
  • IXL Breaks down options by grade level and content area.
  • Kaizena Gives students real-time feedback on work they upload. You can use a highlighter or give verbal feedback. You can also attach resources.
  • Mentimeter Allows you to use mobile phones or tablets to vote on any question a teacher asks, increasing student engagement.
  • Pear Deck Lets you plan and build interactive presentations that students can participate in via their smart device. It also offers unique question types.
  • Plickers Allows you to collect real-time formative assessment data without the need for student devices.
  • Quick Key Helps you with accurate marking, instant grading, and immediate feedback.

Foster family communication  

  • Remind Lets you text students and stay in touch with families.
  • Seesaw Helps you improve family communication and makes formative assessment easy, while students can use the platform to document their learning.
  • Voxer Lets you send recordings so families can hear how their students are doing, students can chat about their work, and you can provide feedback.

Strengthen teacher-to-student or student-to-student communication

  • Biblionasium Lets you view books students have read, create reading challenges, and track progress. Students can also review and recommend books to their peers.
  • Classkick Helps you post assignments for students, and both you and your students’ peers can provide feedback. Students can also monitor their progress and work.
  • ForAllRubrics Lets you import, create, and score rubrics on your tablet or smartphone. Collect data offline, compute scores automatically, and print or save the rubrics as a PDF or spreadsheet.
  • Lino A virtual cork board of sticky notes, it lets students ask questions or make comments on their learning.
  • Online Stopwatch Provides dozens of themed digital classroom timers to use during small- and whole-group discussions.
  • Peergrade Helps you create assignments and upload rubrics. You can also anonymously assign peer review work. Students can upload and review work using the corresponding rubric.
  • Spiral Gives you access to formative assessment feedback.
  • Verso Lets you set up learning using a URL. Space is provided for directions. Students can add their assignment, post comments, and respond to comments. You can group responses and check engagement levels.
  • VoiceThread Allows you to create and share conversations on documents, diagrams, videos, pictures, and more.

Keep the conversation going with live chats

  • Yo Teach A backchannel site great for keeping the conversation going with students.
  • Chatzy Supports live, online chats in a private setting.

Create and store documents or assignments

  • Google Forms A Google Drive app that allows you to create documents students can collaborate on in real time using smartphones, tablets, and laptops.
  • Piazza Lets you upload lectures, assignments, and homework; pose and respond to student questions; and poll students about class content. This tool is better suited for older students as it mimics post-secondary class instructional formats.

There are several resources for learning more about formative assessment and responsive instruction strategies. Consider our  formative practices workshops , where school and district teams can gain a better understanding of the role formative practice plays in instruction and the four foundational practices to use in the classroom. Or for a quick start, download our eBook  “Making it work: How formative assessment can supercharge your practice.”

Jump in, try new tools and methods, and have fun!

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Bladen County Schools Principal Assignments

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Bladen County Schools Superintendent, Dr. Jason Atkinson released the principals and school assignments for the 2021-2022 school year. The principal assignments are as follows:

Bladen Early College – Rodney Smith Bladen Lakes Primary – Jason Folsom Bladenboro Middle School – Vanessa Ruffin Bladenboro Primary School – Stephanie Norris Clarkton School of Discovery – Heather Thompson Dublin Primary School – Haley Cheshire East Arcadia School – Ursula Wooten East Bladen High School – Dr. Jason Wray Elizabethtown Middle School – Jamaal Dunham Elizabethtown Primary School – Priscilla Brayboy Plain View Primary School – Joyce Spencer Tar Heel Middle School – Teresa Coleman West Bladen High School – Dr. Peggy Hester

www.bladenonline.com

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When students enter elementary school, they start receiving homework assignments. When they're learning how to keep track of assignments and due dates, it's essential to develop healthy habits early on. Investing in a paper academic planner can encourage student success by increasing retention and limiting distractions.

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  • Lower elementary students: In pre-K to second grade, students start to develop the basic skills associated with reading, writing and counting. With larger writing areas, study skills pages and color-coded assignment lines, our elementary school planners can help younger students learn skills such as organization and responsibility.
  • Upper elementary students: Our semester and year-long daily student planners are an excellent tool for third- through fifth-grade students to continue developing the organizational skills they learned in earlier grades. Our planners for upper elementary students can also help them learn skills such as analyzing, organizing and prioritizing their work. Students can choose planners with a new theme every month.

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Each elementary school planner features laminated and rigid poly-back covers to withstand daily wear and tear. With spiral binding, the planners can withstand sticky fingers and travel from home to school and everywhere in between.

Students can choose a planner style that best fits their needs to develop ownership and self-confidence, keep track of their assignments and encourage conversations between caregivers and teachers. 

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Great Depression Primary Sources & Teaching Activities

You can find primary sources and learning activities for teaching about the Great Depression on  DocsTeach , the online tool for teaching with documents from the National Archives.

primary school assignment 2021

Access hundreds of primary sources related to the Great Depression and the New Deal on DocsTeach on a variety of topics, including:

  • The Dust Bowl
  • Unemployment
  • Fireside Chats
  • The New Deal
  • The Works Progress Administration (WPA)
  • Banks and the Stock Market Crash
  • The Bonus Army
  • Migrant Labor
  • The Civilian Conservation Corps (CCC)
  • Social Security

If you’re looking for primary sources for another Great Depression topic, visit our  document search page  and type in your keyword. You can narrow down your results by historical era or document type.

primary school assignment 2021

DocsTeach also includes dozens of teaching activities about the Great Depression created by our educators at the National Archives and by teachers across the country.

In our newly published activity The Impact of the Great Depression: Photograph Analysis , students analyze a series of photographs taken by photographers around the United States documenting the impact of the Great Depression on people and society.

Old car being used as a shelter with other old cars around

In another new activity, Analyzing FDR’s First Fireside Chat , students analyze the tone, mood, and rhetorical devices of the first of FDR’s famous radio addresses, this time about the banking crisis.

In the map-based activity Where Was the New Deal? , students identify three New Deal programs – the Civilian Conservation Corps (CCC), Tennessee Valley Authority (TVA), and Works Progress Administration (WPA), locate where projects associated with each took place, and analyze their impact on each region.

  • Migratory Cotton Picker with Her Baby , 11/1940. From the Records of the Bureau of Agricultural Economics.
  • Soup Kitchen During the Depression , 6/1936. From the Collection FDR-Photos: Franklin D. Roosevelt Library Photographs.
  • Hold on to Your Social Security Card , 1941 – 1945. From the Records of the Office of Government Reports.
  • Farm Security Administration-Resettlement Administration: Vernon Evans family leaving South Dakota drought area for west , 1935. From the Collection FDR-PHOCO: Franklin D. Roosevelt Library Public Domain Photographs; Franklin D. Roosevelt Library, Hyde Park, NY.
  • “The New Deal” Mural , ca. 1934. From the Collection FDR-PHOCO: Franklin D. Roosevelt Library Public Domain Photographs.
  • “Farmer and sons walking in the face of a dust storm”; Cimarron County, Oklahoma , 4/1936. From the Collection FDR-PHOCO: Franklin D. Roosevelt Library Public Domain Photographs; Franklin D. Roosevelt Library, Hyde Park, NY.
  • President Franklin D. Roosevelt Broadcasting his First Fireside Chat Regarding the Banking Crisis, from the White House, Washington, DC , 3/12/1933. From the Collection FDR-Photos: Franklin D. Roosevelt Library Photographs; Franklin D. Roosevelt Library, Hyde Park, NY.
  • “Squatter Camp” in Sacramento, California , 3/15/1940. From the Records of the Bureau of Agricultural Economics.

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Summer Assignments 2021

Uplift knows the importance of providing opportunities for scholars to practice and refine skills that they will need in their upcoming grade. Studies have shown that scholars are at risk to lose knowledge in math and reading due to COVID-19 disruptions.

Please download the summer assignment packet(s) for your upcoming 2021-22 school year grade.  Please complete all packets listed under your grade level.  All packets, including reading assignments, should be completed by the first day of school, August 9th, 2021.

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Assessment in the Primary Classroom

Assessment in the Primary Classroom Principles and practice

  • Sarah Earle - Bath Spa University, UK
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A Concise and practical primer to the area of assessment that is ideal for new teachers.

Earle navigates readers through principled assessment. She unpicks key terms and provides prompts to help teachers to evaluate their approaches to assessment while maintaining the child at the heart of the assessment process.

Up to date and relevant, a solid addition to the essential reading

Clear and accessible. Provides examples for possible classroom strategies. Very useful addition to the reading list for this PGCE /SD module.

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2021 GRADE 4 ASSESSMENT EXAMS END TERM 2 SET 2

2021 grade 4 assessment exams end term 2 set 2 (lower primary), you can download all the 2021 lower primary grade four (4) assessment exams set 2 for end of term 2 using the links below. the exams contains question papers and answers in pdf formats., click on  a link to a specific material in the box below., grade 4 - social studies - teacher.co.ke, grade 4 - science agriculture and technology - teacher.co.ke, grade 4 - mathematics - teacher.co.ke, grade 4 - kiswahili - teacher.co.ke, grade 4 - homescience-pe-art and craft-music - teacher.co.ke, grade 4 - english - teacher.co.ke, more 2021 grade 1-4 assessment exams, 2020 grade 1-4 assessment exams, more grade 1- 4 notes, class readers, schemes, syllabus, exams, etc, useful educational links to download free materials, form 1-4 lesson notes, form 1-4 termly examinations papers and marking schemes, free online video lessons, download schemes of work, form 1-4 topic by topic questions and answers (all subjects), form 1-4 powerpoint slides notes, download powerpoint slides notes, k.c.s.e revision materials, form 1-4 knec syllabus, download form 1-4 lesson plans, 1996 – 2019 k.c.s.e past papers, mock k.c.s.e past examinations papers and marking schemes, university resources, primary school (grade 4 – 8) resources, pre-primary school materials.

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The future of assessment in primary schools

20th March 2022

The future of assessment in primary schools

Tracking systems are dead; the curriculum is the progression model. In this updated blog, Cornerstones Director and former primary headteacher Simon Hickton explores a brighter future of meaningful assessment, progress monitoring and describes the innovative support available to schools now.

Tracking systems, levels and narrowing

Tracking systems, or at best, assessment databases, have been a must-have part of primary education for many years. I have personal experience as a primary headteacher of how a school’s assessment systems could ‘prove’ better than expected progress and maintain or boost an Ofsted grading.

This top-down accountability, ranking and publication of attainment and progress in English and maths narrowed the curriculum. In turn, it negatively impacted accurate teacher assessment, encouraged teaching to test, and even crept into performance management.

The DfE banished levels and expected progress back in 2015, but pseudo levels became commonplace and, if anything, complicated matters further. Sadly, some schools and stakeholders still cling to antiquated practices.

A change from Ofsted  

The statement on expected progress made by Ofsted in 2017 was followed up in 2018 with a speech given by Amanda Spielman, HMCI, in which she said:

“We do not expect to see 6-week tracking of pupil progress and vast, elaborate spreadsheets. What I want school leaders to discuss with our inspectors is what they expect pupils to know by certain points in their life, and how they know they know it. And crucially, what the school does when it finds out they don’t! These conversations are much more constructive than inventing byzantine number systems which, let’s be honest, can often be meaningless.”

More recently, in their  Annual Report 2019/2020 , Ofsted reaffirmed that ‘assessment is not an aim in itself, but is linked to the curriculum progression model’ and reiterated that they ‘don’t look at internal data during inspection.’

Curriculum related expectations – the way forward?    

So, the curriculum is now commonly accepted as the progression model. But even back in 2015, more forward-thinking professionals were beginning to talk about age-related expectations. These expectations work when directly linked to the curriculum being taught and learned. I like the term ‘curriculum-related expectation’, which David Didau used in this blog . He went on to state that it becomes reasonable to expect children to have met these expectations because they are – or should be – directly connected to what has been taught.

We’d all agree that schools aim to provide a well-rounded, balanced curriculum that supports the progress of the whole child. But children’s progress through that curriculum needs to be monitored  and  supported  as an ongoing, live process rather than simply ‘tracked’. 

Progress – myth, monster or monitoring?

I have spoken with hundreds of primary senior leaders over the past 10 years. What’s clear is that we share the passion to help children become resilient, respectful individuals with the knowledge and skills to progress in life as happily and successfully as possible.

Note the word ‘progress’. In his excellent blog , Nick Hart asks six questions for leaders about assessment and digs into progress. I’ve taken a look at those questions, and what we at Cornerstones believe and are doing to enable schools to answer them. I think we are making good progress. Below, I address three of Hart’s key questions:

What is progress?

Primary schools need to define what it is, but let’s make sure we move away from what it is not. Progress is not linear or easy to measure, and it should never be based on two simplified numbers to give another number – I hope those days are gone. Any ‘measurement’ of progress has to support teaching and learning and the overarching aim we all share. Going back to that definition, for me, progress is consistent, inconsistent, or notable learning/development between two points in time.

Is progress measurable?

Yes, in a perfect world, it is. Accurate, evidence-based teacher assessment at two given points is essential. Rather than measuring progress, we need to monitor it to support teaching and learning. All information or data gathered to support assessment for learning is part of the whole picture and must be treated with caution if viewed in isolation

Why do we assess?

There can only be two reasons: to support teaching and learning, and to provide helpful information for parents and stakeholders. ‘Helpful’ is the imperative word here.

The publication of the book, Inside the Black Box, by Paul Black and Dylan Wiliam was a seminal moment in primary education. We know, and research supports this, that assessment for learning (AfL) is critical. This includes formative and summative assessment and, crucially, those interactions with children to understand where they are and how we can support their learning and development. Yet, over twenty years later, we still strive to embed AfL properly in our schools.

Reuniting curriculum and assessment

For years, outside forces drove leaders to believe in the myth of numerical linear progression in reading, writing and maths, with science thrown in for good measure. This linear, expected, and accelerated progression was the way to become an outstanding school or defend a school with lower assessment results in these core subjects. Assessment became the estranged partner to an ever-narrowing curriculum.

Thanks to the expectations around curriculum, we now have the opportunity to change and align assessment. Our children deserve and need an ambitious, broad and balanced curriculum. For that to happen and the curriculum to truly become the progression model, assessment (AfL) has to reunite with the curriculum. They should walk hand in hand from Nursery to Year 6, like an inseparable couple.

The conceptual graphic below demonstrates progress monitoring with integrated curriculum and assessment.

primary school assignment 2021

Rethinking assessment, capability and evidence

Another assessment discussion point to raise is around capability and evidence. I recommend reading Guy Claxton’s blog post, Rethinking Assessment: A Crib Sheet , in which he discusses methods of evidencing capability. Claxton highlights a great point made by Dylan Wiliam that aircraft fly by making constant, small adjustments – they don’t wait until they have flown 3,000 miles before checking that they’re on course. That is why the best way to evidence children’s capability is through teaching a well-designed curriculum with integral formative and ipsative assessment. Scrapping league tables would also help teachers to make judgements based on competence rather than just comprehension, but that is for another blog!

I would argue that a curriculum should be designed around what is remarkable not what is markable. It has the power to develop perseverance, curiosity, open-mindedness, intellectual humility, rational scepticism, innovative thinking, collaboration and empathy. These traits can impact children’s success in an ever-changing marketplace and world, as research from James Heckman, Angela Duckworth and others has shown.

With a curriculum in place that encourages children to use and apply their learning and innovate, you will have ample evidence of their capability. Teachers are then more able to monitor and support children through ongoing, accurate assessment for learning – just like the piloting of that plane.

How Cornerstones can help

At Cornerstones, we have always believed that assessment in its broadest sense is a crucial driver in supporting children’s progress through a curriculum. That’s why we developed our online curriculum platform, Maestro, which includes the fully sequenced Curriculum 22 to provide a joined-up planning, teaching and assessment solution for busy schools.

For schools that have their own curriculum in place, we now have Assessment Maestro . This can be used to assess and analyse core and foundation subjects from nursery to year 6.

How we support assessment

  • Providing a clear progression model. Curriculum Director, Melanie Moore, explains in this Cornerstones Curriculum 22 overview the structure and sequencing required to create an ambitious , broad and balanced curriculum: the progression model. As with any expertly designed curriculum, Curriculum 22 links all planned activities back to a knowledge and skills progression framework. A platform like Maestro can then make the structure, sequencing, and inter-connectivity of that curriculum explicit.
  • Making it easy to distinguish intended and actual coverage . On Maestro, schools can easily see and articulate the intended coverage of their curriculum and how that translates to actual coverage. This understanding intrinsically supports effective teaching and learning.
  • Enabling AfL to become part of everyday teaching. Maestro links assessment directly to learning activity and makes it very easy to record. This provides teachers with far more helpful and accurate information. Individual attainment alongside evidence produced in books, verbally or in other formats, plus any summative test scores, supports accurate teacher assessment for all curriculum subjects.
  • Providing more accurate progress monitoring. With the above information at their fingertips and a knowing nod to bias and performance, staff can make more accurate teacher assessments. These provide judgements between two points in time so teachers and senior leaders can monitor progress and support teaching and learning.

If you would like more details about how we can support your school with assessment and curriculum, please get in touch to arrange a demo . This is the best way to explore the tools and curriculum for yourself and to ask us any questions.

Assessment for the future

The next few years will be a critical time for the education sector and having reliable, quick and meaningful practices in place will be key. As always, we will keep a close eye on the assessment landscape and continue to develop Maestro in response to the needs of schools.

‘Maestro is a one-stop-shop. It has the curriculum design, to the topics that cover the NC and more, to the individual lessons and resources, to the tools to assess children and for subject leaders to be able to monitor their subject confidently.’ Emma Perkins, Deputy Headteacher, Warrington.

Are you already using Maestro? Want to quickly identify and address learning gaps in your curriculum? Visit the Help centre on your Maestro homepage and check out the how-to guides in the ‘Assess and review’ section. You can also contact us via Live Chat.

primary school assignment 2021

Article Written By

Simon Hickton

Simon founded Cornerstones Education in 2010. He has 20 years of teaching experience, 10 of those years as a primary headteacher. He is currently working with hundreds of primary school leaders and teachers across the country to ensure Curriculum Maestro is continually developed to meet their needs.

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Education and Schools in Moscow

primary school assignment 2021

This guide was written prior to Russia's 2022 invasion of Ukraine and is therefore not reflective of the current situation. Travel to Russia is currently not advisable due to the area's volatile political situation.

Despite much debate over the education system in Russia, the country has a high literacy rate. The quality of schooling has improved greatly over time, though it is still far from perfect.

There are public, private and international school options for children of school-going age in Moscow. Most expats choose to send their children to international schools. Expat parents often find that the teaching language and the method of instruction in public and private schools are not ideal for non-Russian children.

Entry requirements into schools may differ so expats are encouraged to contact the schools directly for more information. In general, expats must provide their visa, the child’s birth certificate and any academic records.

The school year in Moscow follows the northern hemisphere pattern, with the longest break being in the summer months. The school week is generally Monday to Friday, from 8am or 9am to 2pm or 3pm.

Generally, there are three stages of schooling: primary school with grades one to four; basic secondary school from grades five through nine; and upper secondary school which goes up to grade 12.

Public schools in Moscow

Public school education is free to both Russian and foreign citizens. Parents only pay for meals and school uniforms.

The quality of state schools is debatable, and classrooms tend to have many students. The language of instruction in state schools is mainly Russian. This means, especially for older students that do not speak Russian, this option is often not feasible.

Private schools in Moscow

Private schools are less common than state schools. They provide the same Russian curriculum and teach mainly in Russian, but class sizes are smaller. Private schools are not free but are less expensive than international schools. Due to the language barrier, however, the options for expat education in Moscow remain mostly limited to international schools.

International schools in Moscow

Most international schools in Moscow are expensive. Curriculum models range from those that follow American or British teaching systems to ones that combine the Russian curriculum with international curricula. Alternatively, some offer the International Baccalaureate. There are several English-language schools to choose from, as well as schools teaching the German, French and Indian curricula.

Demand for the most prestigious schools can be high, and long waiting lists are to be expected. For this reason, expat parents moving to Moscow should attempt to enrol their children as early as possible.

Special-needs education in Moscow

There are limited schooling options for children with disabilities in Moscow. That said, efforts to develop the school system for those with disabilities are being made to avoid excluding these children. International schools are aiming to improve the possible support they could give. Some schools provide interventions including learning support, occupational therapy and speech programmes to enable students with mild to moderate learning disabilities to continue their education.

Homeschooling in Moscow

Homeschooling is becoming more and more common in Moscow, especially in comparison to the rest of the country. Expat parents must follow certain regulations. One such regulation is that they must enrol their child into a licensed school which acts as a supervising body. In some cases, homeschooled children can get access to resource provisions such as books. The school can also act as the exam centre when children must write formal exams.

Tutors in Moscow

Being such a large city, Moscow has many options for finding tutors. Expat parents will find various online platforms and portals through which they can hire a tutor for their child in Moscow. Tutors will be extremely helpful in assisting expat children with learning Russian, with adjusting to their new school environment and curriculum, and with getting up to speed in classes.

Further reading

►For a list of schools in Moscow for expats, see  International Schools in Moscow

►For a more in-depth description of the different schooling options available, see Education and Schools in Russia

Expat Interviews "My kids go to the French school. Our experiences have been mixed there. But overall it has met our needs (and price)." Read what Amanda has to say on her children settling into Moscow from her interview .

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Original research article, the problems of the covid-19 pandemic in higher education.

primary school assignment 2021

  • 1 Laboratory of Humanistic Approach in Education, Moscow City University, Moscow, Russia
  • 2 Department of Psychology and Pedagogy, Ulyanovsk State University, Ulyanovsk, Russia
  • 3 Department of Psychology, Plekhanov Russian University of Economics, Moscow, Russia
  • 4 Department of Pedagogy and Psychology of Professional Education, K.G. Razumovsky Moscow State University of Technologies and Management, The First Cossack University, Moscow, Russia
  • 5 Department of Psychology and Human Capital Development, Financial University Under the Government of the Russian Federation, Moscow, Russia
  • 6 Department of Pediatric Dentistry and Orthodontics, I.M. Sechenov First Moscow State Medical University, Sechenov University, Moscow, Russia
  • 7 Department of Public Administration and Social Technologies, Moscow Aviation Institute, National Research University, Moscow, Russia

Since the outbreak of the pandemic COVID-19, many studies have been conducted to examine how education has responded to the challenges of a completely new situation that has led to the spread of distance education as the only form of instruction. In this study, data were collected and analyzed to understand the difficulties of distance education that higher education students faced during the pandemic. Our goal was to present the results of a socio-psychological study of accessibility, educational resources, applications, and distance learning technologies. A total of 160 students from different Moscow universities participated in the study. A qualitative research method was used for the study. For this purpose, mainly in-depth interviews were conducted to find out the participants’ views on distance education. The data obtained were analyzed by the researchers using qualitative analysis methods. The results showed that all students faced technical difficulties during distance learning, such as poor internet connection, lack of access to online platforms due to the high number of users, lack of necessary equipment, and individual space for online learning. The results also showed low technical readiness for distance education and low quality of online resources, as well as cyber threats during online courses. In addition, the results showed that most students indicated that they would prefer a hybrid form of instruction that combines distance and face-to-face instruction. Implications for further studies are drawn in the conclusion.

Introduction

Since the outbreak of the COVID-19 pandemic, one of the most pressing research topics around the world has been the introduction of distance learning and the development of online education and training ( Jacques et al., 2020 , 2021 ; Zagkos et al., 2022 ). All over the world, research has focused on how education is responding to the challenges of an entirely new situation in which distance education has become the only form of knowledge acquisition and learning. The initiative of the consortium of participants in the World Education Leadership Symposium ( Vachkova et al., 2022 ) and the international project World School Leadership Study [WSLS] ( Huber and Spillane, 2016 ) can serve as an example of an international project. This project collected and analyzed data on the difficulties faced by school education participants around the world in the context of the pandemic and the full transition to distance education. The scientific community around the world has been struggling to cope with the global risks and challenges created by the pandemic COVID-19. This situation has led to the accumulation of research studies on the problem and the development of distance education in schools to investigate the most effective ways to solve the challenges under extreme conditions during the pandemic. The analysis of existing research on the aforementioned problems revealed several opportunities to identify new trends in the development of distance education during the pandemic ( Galimova et al., 2019 ; Ulyanina, 2020 ).

Methodological Framework

Experience in the implementation of distance education: international analysis of practices.

The spread of the COVID-19 pandemic in early 2020 led to the largest disruption of the entire education system in the world. More than 1.5 billion students in more than 190 countries had to leave school to go to school. The closure of schools and other educational institutions affected exactly 94% of the world’s students ( United Nations, 2020 ). Moreover, the disruption of the educational process has serious consequences not only in the context of ensuring the right of students to education but also in the context of the economic and socio-political development of higher education. On the other hand, the crisis in the school system has triggered a new impetus for the emergence and development of innovative methods in the educational process ( Lipatova et al., 2015 ; Kalinina et al., 2017 ; Salakhova et al., 2017 ; Valeeva et al., 2018 ; Joshi et al., 2020 ). From this perspective, educational innovations have affected all educational stakeholders, including parents, students, and teachers. To ensure continuity of learning during the pandemic, innovative approaches such as radio and television broadcasts were used for school lessons. In addition, other measures such as e-interviews ( Temsah et al., 2021a ), video interviews ( Joshi et al., 2020 ), mobile learning ( Bacolod, 2022 ), and distance learning ( Mitin and Mitina, 2020 ; Tugun et al., 2020 ; Usak et al., 2020 ; Nagovitsyn et al., 2021 ; Qarkaxhja et al., 2021 ; Rerke et al., 2021 ) were taken to ensure continuity of the educational process.

In Argentina, for example, an educational website called “Seguimos Educando” has been created for students at all levels of schooling ( Argentine Ministry of Education, 2021a ). Seguimos Educando uses a virtual platform that brings together television, radio, and print media to provide educational support to students. In addition, a variety of digital technologies (with a description and download links) were created and published for students ( Argentine Ministry of Education, 2021b ). Collections of digital teaching materials and resources for students, organized by grade level, have been published through this platform ( Argentine Ministry of Education, 2021c ).

Austria is another country that has implemented effective distance education practices. For this, a specialized section for students, teachers, and parents has been created on the website of the Ministry of Education, which contains up-to-date information on the implementation of distance learning during the pandemic ( BMBWF, 2021 ). The Austrian Ministry of Education has developed the Eduthek content platform, which includes educational materials for learners of all ages. To improve the effectiveness of online education, a portal for distance learning services has been developed in this country. The provision of consulting services organized by the Austrian government for all participants in the educational environment deserves special attention. In another country, distance education is based on the use of educational television and broadcasting educational technologies through the YouTube channel in Brazil ( YouTube, 2021 ). An educational online platform “AULA EM CASA” has also been designed to answer the need to shift training to the online mode.

Since March 2020, a digital learning system has been implemented in the territory of Bulgaria, which provides information and methodological support for all students. The country has also created a National Electronic Library (electronic content repository), which publishes materials from expert teachers on their activities in the digital environment. Education in schools is carried out on the Microsoft Teams platform ( Ministry of Education and Science of the Republic of Bulgaria, 2020 ).

The experiences of distance learning in the United Kingdom indicate that the country has carried out large-scale work not only to create innovative technologies for teaching practice but also to implement a reform to the school system. In addition to the educational platforms, the country is constantly monitoring the implementation of the child’s rights in education (control and supervision of the activities of mobile operators, control of Internet providers, collection of information about the operation of online platforms) ( Find Government Services and Information GOV.UK, 2020 ; National Literacy Trust, 2020 ).

A specialized platform Aptus has been developed in Chile, on which digital resources are collected to provide distance learning (video lectures, assessment, and monitoring system) ( Aptus Potenciadora Educacional, 2020 ). China has created and operated a national state educational online platform with total coverage of more than 180 million students and support for 7,000 servers ( China National Online Education Platform, 2020 ). Colombia has created Aprender digital, a digital platform of the Ministry of Education, with over 80,000 digital learning resources, organized by grades in various forms (games, videos, etc.), available to teachers, principals, and other stakeholders in the educational process, covering preschool, primary and secondary school education ( RTVC y Ministerio de Educación Nacional, 2020 ). For families who do not have access to the Internet, the government has developed a homeschooling kit. Also, in the territory of the country, educational programs are broadcast on state radio and television for primary and secondary school students. In Croatia, students can access digital content through the portal “Skolaza Zivot” ( Ministry of Science and Education of The Republic of Croatia, 2020 ). Instruction in educational institutions is carried out using platforms: Loomen, Microsoft Teams, and Yammer.

The experiences of the Czech Republic have included a specialized website “distance education” that was designed for implementing distance learning ( Specialized website “Distance education”, 2020 ). The developed platform includes a wide range of opportunities for the realization and support of online learning: digital content for students, a list of links to digital educational resources, practical advice for teachers and parents with detailed video instructions, training webinars, and masterclasses, etc. In France, the epidemiological situation prompted the creation of the online portal Ma classe à la Maison by the National Center for Distance Education (CNED) ( Ministre de l’Education Nationale de la Jeunesse et des Sports, 2020 ). The online portal Ma classe à la Maison is not only a set of educational resources but also an “educational device,” the architecture and structure of which are aimed at helping the student in mastering new educational material. The technical and methodological support of the online portal is carried out by the CNED service, which increases the effectiveness of the educational activities of the teacher. In addition, educational content is hosted in digital work environments: “Environment Numérique de travail”–ENT; EcoleDirecte, ProNote, etc.–internal school networks (intranets). In addition, television, and radio broadcasting facilities (France Télévisions, Radio France, Arte, and National Education) are included in the educational process to expand learning opportunities in France. The resources are available through podcasts, streaming, or playback on national websites and platforms.

The experience of implementing distance learning in Italy also testifies to the development and creation of new educational resources and online platforms ( Ministero dell’IstruzioneMinistero dell’Università e della Ricerca, 2020 ). Italy has also created the platform of the National Institute for Documentary, Innovative and Educational Research (INDIRE), aimed at providing methodological support for teachers in the development of information technology ( INDIRE, 2020 ). National television and radio broadcasting programs have been used to implement online educational activities in Italy. Great importance in the country’s education system has been given to pedagogical training and the continuity of distance learning practices [La Scuola per la Scuola community; Next-Level Association; ITE Tosi; Institute of Educational Technologies (ITD) of the National Research Council].

In Spain, the INTEF educational platform has been created to ensure the online educational process, which includes more than 100 thousand educational resources in various Procomún formats ( INTEF, 2021 ); the educational portal Educlan for professional adaptation of teachers to the distance learning mode ( EDUCLAN, 2020 ). Distance education in the United States varies from state to state. For example, in South Carolina, the online state program VirtualSC has been developed ( VirtualSC, 2020 ). North Carolina has an online collection of resources and best educational practices ( North Carolina Remote Learning Resources, 2020 ). Mainly e-mail, Zoom, and Google Meet have been used as communication tools between teacher and student.

In India, educational portals were used to implement distance learning portal “DIKSHA” ( DIKSHA, 2020 ); “E-Pathshala” ( NCERT, 2020 ); the portal of the National Repository of Open Educational Resources “NROER” ( NROER, 2020 ); Swayam Prabha ( Swayam Prabha, 2020 ). In Indonesia, distance education is supported by the educational television “Televisi Pendidikan Indonesia” ( Televisi Pendidikan Indonesia, 2020 ). The platform “Rumah Belajar” ( Rumah Belajar, 2020 ) provides a learning management system, digital lesson delivery, e-textbooks, and assessment tools. Other educational platforms included Google Suite Education, Smart Class, Microsoft Teams, Quipper School, Sekolahmu, and Kelas Pintar.

In Jamaica, educational materials have been prepared for students who do not have the opportunity to access the internet. TV lessons and transmissions are included in the educational process (for example, “School is not OUT” on the TJ Live channel). Also, access has been provided to digital educational resources (One on One Educational Services, Cheetah, Book Fusion, Edufocal, Learning Hub, CSEC COVID-19 Toolkit, etc.).

There are four main platforms for educational programs and resources for students in Kenya for organizing distance education: Kenya Broadcasting Corporation “KBC” ( Kenya Broadcasting Corporation, 2020 ); educational television programs are broadcast on Edu channel TV; KICD EduTV in Kenya on YouTube channel; Kenyan Education Cloud-hosted and supervised by KICD ( Kenya Institute of Curriculum Development, 2020 ). To overcome the lack of Internet connectivity, Kenyan authorities have launched a program to use the Loon Google stratospheric balloon network with 4G LTE base stations ( Loon Google Stratospheric Balloon Program, 2020 ). In Mexico, distance education “telesecundaria” has been used since 1968, and this state has not had particular difficulties in switching to online education due to the pandemic ( Gobierno de México, 2021 ).

The presented international experience in organizing distance education, regardless of the level of economic development and experience in implementing the country’s information technologies, allows us to conclude that all countries have made many efforts to maintain the educational process and offer online learning.

Experiences in Organizing Online Education in Russia

Across the Russian Federation, as well as in foreign countries around the world, a set of measures was carried out aimed at organizing activities for the transition of the education system to the online format. Large-scale research and monitoring, revealing the specifics of organized measures, were carried out both by the scientific community and by representatives of state authorities. For example, the HSE Laboratory of Media Communications in Education studied the experience of teachers who were in transition to distance learning ( HSE University, 2020 ). More than 22 thousand teachers from 73 territorial entities of the Russian Federation did participate in the study. Four main problems were determined in the analyses. These are difficulties in giving lessons via video communication; lack of practice in the use of online resources; technical difficulties and organizational difficulties. The study concluded that, despite the indicated difficulties, all teachers quickly mastered the required digital skills and successfully adapted to the new form of teaching. This finding is reflected in the UNESCO report on the progress of distance learning during the pandemic ( UNESCO, 2020 ).

The People’s Foundation conducted a study whose results showed that more than 80% of teachers faced organizational, technical, and adjustment difficulties in implementing distance education. Among the students’ problems, teachers mentioned the lack of necessary equipment for online learning ( via computers, tablets, phones) and problems with Internet connection ( Vachkova et al., 2022 ). The study of students’ and parents’ opinions on distance education was the subject of a study conducted by experts from the project PF “Equal Opportunities for Children” and the National Education Resources Foundation. The results of their analysis showed that the overwhelming majority of both school children and parents do not want to replace offline learning with a distance form. More than 80% of respondents (children and parents) also reported technical difficulties, slow internet connection speed, and deficiencies in educational platforms and resources.

The analysis of the results of the transition to distance education was conducted by Moscow State Pedagogical College, HSE Institute of Education ( Adamovich et al., 2020 ), and their international partners, Research Center for the Socialization and Personalization of Children’s Education at FIRO RANEPA ( Tarasova et al., 2020 ), NAFI Analytical Center, etc. The results of these studies confirm that, in general, the Russian education system has coped well with the transition to online mode. However, many teachers have found that the transition to distance education has caused a different range of problems that require additional effort. Therefore, the present study aims to understand the difficulties of distance education faced by higher education students during the pandemic. We also aimed to understand the accessibility, educational resources, applications, and distance education technologies in higher education during the COVID-19 pandemic.

Research Methods

Since this study is empirical research to understand the difficulties of distance education faced by higher education students during the pandemic, an exploratory and descriptive case study approach was used. In-depth interviews were the main data collection tool. Case study research is appropriate for the acquisition of an in-depth understanding of the behavior and experiences of individual participants in a natural setting ( Patton, 2002 ).

A large-scale socio-psychological study among students from Moscow universities was carried out to study the problems of accessibility, educational resources, applications, and distance educational technologies during the pandemic. The research included in-depth interviews of the participants voluntarily. An unstructured interview was conducted with students according to a previously prepared script (guide) with audio recording. The interviews were conducted by researchers with training in the interview process. Interviews averaged 20 min in length. Interviews were recorded with the participants’ permission. All the interviews were transcribed and reviewed by researchers. To collect the data for the present study, necessary approval procedures were received by the Moscow City University, which enrolled the participants in this study. This research was conducted under the approval of the Moscow City University institutional review board.

The developed script of the interviews, which provided the possibility of subsequent use of qualitative analysis of the processing of the data, served as a toolkit. When developing the interview guides, various types and forms of questions were used to determine general and specific problems in the accessibility, educational resources, applications, distance learning technologies, as well as their satisfaction with the services provided to them. To analyze the data gathered from the interviews, we used open-ended coding methods as suggested by Strauss and Corbin (1990) . A total number of 160 students from various Moscow universities were involved in the interviews. The participants’ demographic information is given in Table 1 . The participants were a convenience sample of higher education students who enrolled at the universities during the pandemic in Russia. All participants ranged in age from 18 to 27 ( M = 20.5, S.D. = 1.2). The key criterion was that all participants had to be higher education students. The participants were involved in the study voluntarily. The male to female ratio was 92–68. All of the participants were predominantly white people. Permission to conduct the study was granted by the Research Ethics Committee of the Faculty of Education of the Moscow City University. Before beginning the interviews with the participants, they were informed about the purpose of the study so that they participated knowingly, and their confidentiality and anonymity were assured. The interviews were conducted between February 1, 2021 and June 1, 2021. The organizational platform of the online research was the Zoom service.

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Table 1. Participants’ demographic information for the study ( n = 160).

In our study, responses from the interviews were used only to understand the difficulties of distance education faced by higher education students during the pandemic, and no statistical analysis was performed on the results. Since the data obtained from the interviews provide an in-depth understanding of the difficulties of distance education faced by higher education students during the pandemic, no other data sources were not included in the study.

In the data analysis, qualitative content analysis was conducted by researchers. For the analyses, all of the researchers read the transcripts. Later, the researchers began to code the transcripts. While doing this coding, researchers determined codes and themes that emerged from the data. The transcripts were constantly compared to see what patterns or themes emerged in the interview data. The coding of data into themes was conducted independently by two researchers. After this coding, two researchers met and compared their codes. When there was no consensus on codes, researchers discusses their coding and reached a consensus on the coding.

Trustworthiness in this study was ensured by using triangulation and member-checking methods. The triangulation aims to evaluate the accuracy of the data ( Merriam, 1998 ). For the triangulation, the authors sought to obtain rich data to answer the research question. Another method, member checking was used to reduce the impact of subjective bias ( Patton, 2002 ). For this procedure, the researchers distributed the analyzed themes from the interviews to the participants and asked them about the accuracy of the data.

In our results regarding the organizational conditions for distance learning, all students (160 people) emphasized the low technical readiness of electronic platforms and applications (Zoom, Teams), as well as the quality of these electronic resources on the Internet. The students indicated that the quality of courses did completely depend on the work of these electronic resources. Sample quotations from students’ are as follows: “We just flew out of Zoom, for example, and the screen darkened,” “The teachers were hard to hear and everything was always freezing,” “Problems emerged with connection and it was not clear what the lecturer was saying, I had to ask again.”

- In addition, 16 students out of 160 respondents reported cyber threats (attacks) while studying online. For example, “Hackers wrote. Someone wrote obscene phrases passing himself off as other students. We had a lot of such things. felt sorry for the teachers.”

- Almost all students, except for students living in a residence hall, mentioned the presence of their home workspace for distance learning. It was difficult for these students to organize their attendance in distance classes. All students had technical tools (computer/laptop/tablet/phone) for distance learning. However, most of the students (121 out of 160) generally preferred to use a tablet or phone rather than a computer. The following quotations for these results are: “Using the phone is more convenient and more mobile,” “You can walk around the house with it,” “You can attend to your business,” “You can stay in bed and turn on a lecture on the phone,” “You can turn on the lecture on the phone and at the same time do your homework on the computer.”

- Regarding the involvement of students in distance learning technologies, the participants expressed the following quotations: “At the beginning of the distance learning format it was interesting, and then it became terribly boring,” “Interactive activity was interesting, but not all lecturers bother with it,” “It was difficult to understand the subject and master the information. The poor quality of the Internet service always forced us to revise the material,” “Everything was easy and standard,” “It was just our duty to study remotely,” and “I kept on studying. There was no particular interest.”

- These listed judgments allow us to conclude that all students consider the transition to distance learning as a requirement for teaching. Students showed their interest in this form only at the beginning of self-isolation and explained it by the possibility of not attending a university. However, after the lapse of time, this interest was flagged. In addition, a negligent attitude toward online classes has appeared.

- As part of the study of student’s assessment of the quality of the provision of training courses, additional education during the period of distance learning and its impact on the quality of educational results, study load, contradictory data were obtained. Some students (89 out of 160 children) mentioned that the transition to distance learning has nothing to do with the quality of mastering academic disciplines and everything depends only on the student himself. Others, on the contrary, emphasized the importance of face-to-face education and the decline in learning outcomes due to the transition of classes to distance learning (71 out of 160). It is worth noting that the conclusions obtained on this block of questions do not find any relationship with the category of students but depend on individual personality traits (locus of control, level of development of the emotional-volitional sphere, the intellectual level of development, character traits, temperament, etc.).

- As part of the study, on the attitude of students to the future opportunities and directions of development of distance learning, 71 out of 160 students expressed negative attitudes. For example, among the students’ judgments about the future of distance learning, the following judgments were recorded: “I would rather keep attending classes at university. It is impossible to study at home. Home is not for learning,” “There must be no distance learning. There is no control. Nobody learns. Everyone goes about his business,” “I became more independent during my online studies,” “Everything is clear at university. The lecturer when he explains the material, you can ask, and he will explain everything. This cannot be done online,” and many others.

- However, 89 out of 160 students emphasized the importance of combining distance learning and the traditional form in the future: “It is advisable to combine distance learning and university studies. Some lectures can be missed,” “A 50% to 50% form would be ideal,” “Distance learning is more mobile and more rational. Why, under compulsion, attend classes that are not interesting and unnecessary”?

- The data obtained indicate that students of higher educational institutions in the city of Moscow have a more negative attitude to distance learning. However, despite their attitude, most students believe that the optimal form of training lies in a hybrid form. Students believe that only by combining distance learning online and full-time format, effective learning outcomes be possible. One hundred and twenty-nine students out of 160 said that “In our group, basically all students work, and it would be great if the attendance was not considered when assessing the student’s academic performance,” “I work and it is very difficult for me to get to the university physically by a certain time, but I’m fine I learn the material online. I am for online courses,” “There are subjects, for example, “of general orientation,” which can be changed over to an online format. The quality of education would only benefit from this,” “A hybrid form means new opportunities! It is cool and great.”

The purpose of this study was to explore the results of a socio-psychological study to understand the problems of accessibility, educational resources, applications, and distance educational technologies in higher education during the pandemic. Our results revealed that nearly all higher education students (160 people) did emphasize that they had problems with the low technical readiness of electronic platforms and applications (such as Zoom and Teams), as well as the quality of these electronic resources on the Internet in general. These results are consistent with those of studies conducted in other countries ( Leontyeva, 2018 ; Devkota, 2021 ; Lakshman Naik et al., 2021 ; Nsengimana et al., 2021 ; Zapata-Garibay et al., 2021 ). In general, many studies ( Leontyeva, 2018 ; Devkota, 2021 ; Lakshman Naik et al., 2021 ; Nsengimana et al., 2021 ; Zapata-Garibay et al., 2021 ) reported that the students in the higher education level had some problems regarding technical equipment, the quality of internet, and applications for distance education during the pandemic. The reason for these problems may be that the emergence of the COVID-19 pandemic was at an unexpected time. Therefore, institutions, scholars, and students were not prepared for this pandemic and knowledgeable about what they would encounter in the pandemic. Because of this reason, the unpreparedness of all stakeholders including scholars, students, and universities for the pandemic can be explained as the reason for this result.

Another finding is that all students had technical tools such as computers, laptops, tablets, and phones for distance learning. However, the majority of the students (121 out of 160) generally did prefer to use a tablet or a phone for their internet connection rather than a computer. These results show that the use of tablets or phone is very common in higher education. Another point from this result is that most of the students had an opportunity to connect lessons in distance education. This result is parallel to those of Zapata-Garibay et al. (2021) . However, the same result contradicts the study of Rahiem (2020) who reported that university students in Indonesia had many deficiencies and inequities in finding a device to connect distance education lessons.

The results also revealed that more than half of the students (89 out of 160 children) indicated that the transition to distance learning has nothing to do with the quality of mastering academic disciplines and everything depends only on the student himself. This result is very similar to the findings of Lischer et al. (2021) who reported the experiences of the undergraduate student with coping with the challenges to their teaching during the COVID-19 pandemic in Switzerland. The study of Lischer et al. (2021) revealed that undergraduate students considered discussions in distance education as boring than in face-to-face teaching. From this perspective, the reason behind our results may be that distance education is not well-organized and/or implemented for the satisfaction of the students.

In addition, nearly half of the students in this study (71 out of 160 students) expressed negative attitudes to distance learning. This result is interesting for distance education during the COVID-19 pandemic. The reason for this result may be that, in general, the students were passive throughout lessons in distance education. This result is consistent with a recent study by Supriya et al. (2021) that shows that students perceived several negative impacts of the transition to remote learning during the COVID-19 pandemic. In particular, these negative impacts were “… particularly on students’ perceived understanding of course content, interactions with other students and instructors, feeling like a part of the biology community at the university, and career preparation .” ( Supriya et al., 2021 , p. 10). As a result of this situation, students may have been boring during the teaching. Therefore, they might consider that lessons in distance education were more sluggish than face-to-face teaching. Another reason may be that poorly prepared lessons and the deficiencies in distance teaching may have caused this result. From this perspective, it can be concluded that face-to-face classes are a substitute for teaching in higher education.

Finally, nearly more than half of the students (89 out of 160 students) indicated the importance of combining distance learning and the traditional form in the future. This result is parallel to the comments of Lischer et al. (2021) . As it is well-known, institutions in various countries consider combining distance teaching and face-to-face learning from the beginning of the pandemic. This result may stem from the positive effects of active learning during face-to-face teaching. A recent study by Deslauriers et al. (2019) found that students who received active instruction had higher scores in the assessment. Based on our findings, it is important to combine distance and face-to-face teaching to overcome the deficiencies and inequities of distance learning during the pandemic. Based on the literature, there has been an effort to combine distance and face-to-face teaching in a hybrid form of teaching ( Lischer et al., 2021 ; Temsah et al., 2021b ).

The results obtained from this study showed that all students did experience technical difficulties during distance learning such as low quality of the internet connection, failure access to online platforms due to an increased number of users, lack of necessary equipment, and individual space for online classes. The results also showed that all the students depicted distance learning as a process of a high degree of complexity in terms of organizational, methodological, organizational, and technical work. In particular, the students pointed out the low level of technical readiness for online platforms and applications (such as Zoom, Teams) and the low quality of the online resources, as well as the presence of cyber threats during online courses. Our results also revealed that most of the students (129 out of 160 students) indicated that they would prefer a hybrid format for courses when switching to face-to-face education. In addition, our findings have revealed that students consider distance education technologies highly effective and motivating them in learning subjects. Namely, students believe that effective results of educational activities will be increased by combining distance and face-to-face education.

The COVID-19 pandemic is continuing. It is well-accepted that distance education is a part of teaching in higher education in the world. Because of this reason, more research is needed to examine and understand the effects of the pandemic on higher education. This study investigated the problems in the implementation of distance education in one country. Future studies should be conducted to explore the problems while implementing distance education in different countries so that differences and similarities between different countries may be revealed from these studies.

Limitations

One of the limitations of our study is the small number of participants. Our participants were students who enrolled at universities in Moscow city. It should be noted that the histories and experiences of this group in Russia are different from other students in other places of the world. Another limitation is that we used only interviews to understand the change and challenges in higher education during the pandemic. However, we agree that different data collections could be included in assessing the effects of the pandemic among higher education students. Future studies should consist of different data collection tools to obtain detailed data. Another limitation is that the data were based on the Russian higher education student’s views of the problems in distance teaching during the pandemic. We need to emphasize that the results of this research are not generalizable to the country’s situation in higher education.

Data Availability Statement

The original contributions presented in the study are included in the article/supplementary material, further inquiries can be directed to the corresponding author.

Author Contributions

All authors listed have made a substantial, direct, and intellectual contribution to the work, and approved it for publication.

Conflict of Interest

The authors declare that the research was conducted in the absence of any commercial or financial relationships that could be construed as a potential conflict of interest.

Publisher’s Note

All claims expressed in this article are solely those of the authors and do not necessarily represent those of their affiliated organizations, or those of the publisher, the editors and the reviewers. Any product that may be evaluated in this article, or claim that may be made by its manufacturer, is not guaranteed or endorsed by the publisher.

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Keywords : distance learning, pandemic, COVID-19, the system of higher professional education, digital platforms

Citation: Salakhova VB, Shukshina LV, Belyakova NV, Kidinov AV, Morozova NS and Osipova NV (2022) The Problems of the COVID-19 Pandemic in Higher Education. Front. Educ. 7:803700. doi: 10.3389/feduc.2022.803700

Received: 28 October 2021; Accepted: 22 April 2022; Published: 16 May 2022.

Reviewed by:

Copyright © 2022 Salakhova, Shukshina, Belyakova, Kidinov, Morozova and Osipova. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY) . The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner(s) are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.

*Correspondence: Valentina B. Salakhova, [email protected]

† ORCID: Valentina B. Salakhova, orcid.org/0000-0002-5056-6518 ; Liudmila V. Shukshina, orcid.org/0000-0002-9378-6633 ; Natalia V. Belyakova, orcid.org/0000-0001-7116-9389 ; Alexey V. Kidinov, orcid.org/0000-0002-1826-208X ; Natalia S. Morozova, orcid.org/0000-0002-6453-1615 ; Natalia V. Osipova, orcid.org/0000-0002-9757-8057

This article is part of the Research Topic

Digital Transformation of Education in the Covid-19 Process and its Psychological Effects on Children

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