@article{1484162,
      author = {Sainz, Jorge and Sanz, Ismael,},
      url = {http://library.usi.edu/record/1484162},
      title = {Addressing inequities in modern educational assessment :  bridging the gap /},
      abstract = {This edited book focuses on the central and up-to-date  issues that represent some of the most relevant challenges  and limitations of International Learning Assessments  (ILSAs). It specifically sheds light on the general effects  of the discontinuation of face-to-face education on  students at diverse academic levels during the COVID-19  pandemic. Through the lens of the most relevant experts of  the field, it highlights the asymmetric effects on students  based on family income, education level, or employment,  imposing a heavy toll on those with less resources. It  raises issues regarding the impact on the mental health of  students and education professionals due to school  closures. Modern education is shifting its focus from just  scores to detailed, qualitative feedback. Such  comprehensive insights help students identify both  strengths and growth areas, making assessments more  constructive. This book is aimed for researchers in the  field of educational assessments, graduate and postgraduate  students, policy makers, and anyone interested in making  informed decisions regarding ILSAs. COVID-19 brought  immense educational challenges, it also presented an  unprecedented opportunity: to reassess and reform existing  systems, steering towards assessments that are both fair  and empowering.},
      doi = {https://doi.org/10.1007/978-3-031-45802-6},
      recid = {1484162},
      pages = {1 online resource (x, 205 pages) :},
}