Abstract Grade repetition has been a controversial educational decision consisting of requiring students to remain at the same grade level for an additional school year. During the COVID-19 pandemic, in some countries where grade repetition rates are usually high, a notable decrease in these rates was observed. This study investigates the impact of the COVID-19 pandemic on teachers’ grade repetition beliefs and practices. Additionally, it examines the effect of professional development in assessment literacy on these beliefs and practices. Using data from two independent samples collected through two survey questionnaires before and after the COVID-19 pandemic, where a portion of surveyed teachers participated in an assessment literacy professional development programme, we found that while the pandemic had minimal influence on teachers’ grade repetition beliefs, professional development had a significant effect: Grade repetition beliefs were not affected by the COVID-19 pandemic, although the trend towards reducing the practice of grade repetition was positively influenced by the COVID-19 pandemic. Hence, both grade repetition beliefs and practices were positively influenced by professional development in assessment literacy. The results are consistent with the literature and institutional statistical indicators.

Although teacher's personality is an essential component of successful classroom learning, most teacher education programs accept students solely on the basis of scholastic ability scores such as school grades, national test scores (SAT, GRE) or undergraduate college transcripts. To ensure suitability to teaching, a personality-evaluation system was developed in Israel for teacher education candidates. This evaluation system includes non-cognitive measures, such as group dynamic exercises, simulations, a teaching exercise, situational judgement tests, personality tests and an inter-personal interview, all performed face-to-face (FTF) at a testing center. The outbreak of COVID-19 in 2020 brought about lockdowns and social distancing, precluding the administration of this FTF evaluation system. Therefore, the development team adapted the system to online remote testing, using Zoom technology. The present study examined the effect of this transition to remote evaluation on the quality of selection for teaching, looking at suitability-to-teaching scores and the subjective views of applicants and evaluators. A comparison of the 2020 remote scores with the 2019 FTF scores revealed that scores on remote evaluation were slightly lower than FTF scores, and were more centralized. While the candidates found that remote evaluation provided fewer opportunities to express themselves, both candidates and evaluators were satisfied with the administration and convenience of the evaluation day. The Discussion chapter summarizes the unique affordances and constraints of remote evaluations and presents suggestions for changes which might be made when moving an assessment online that could take advantage of this new environment.

This research investigated followers' expectations of their heads of departments (HoDs) and how they felt about the fulfilment of the expectations within the context of Ghanaian higher education. It further explored the nature of the challenges the HoDs faced as they tried to meet followers' expectations. The research used a phenomenological design and engaged 36 participants selected from three large Ghanaian universities to participate in individual interviews. Data were analysed using the interpretative phenomenological analytical technique. The research revealed that while the subordinate staff expected a more supportive work environment, the students wanted a more conducive learning environment. The HoDs were, however, constrained to do much because of the ethos of the Ghanaian HE sector. The study concluded with recommendations informing policy and practice, both locally and internationally.