A review of quality assessment criteria in secondary education with the impact of the COVID-19 pandemic

Abstract

COVID-19-induced transition in secondary education has drawn immense attention from scholars to pinpoint various facets of emerging forms of teaching-learning driven by technology. In this changing scenario, this article reviews the literature on evolving criteria for quality assessment in secondary education using a four-step PRISMA flow chart for identification, screening, eligibility determination, and inclusion of data from the Scopus database and by employing quantitative and qualitative synthesis. The quantitative analysis found that Lim, W.M. is the eminent author; Quality Assurance in Education is the most popular journal; and the United States and the United Kingdom are the major contributing countries to this field. The evolving criteria for quality assessment in the rapidly emerging virtual and distance learning can be centred around five major themes: technological infrastructure, ICT competency, and adaptability, pedagogy for online education, collaboration, partnership, and motivation, as well as a blended learning environment. Thus, this study contributes to the existing theory by mapping the gaps and highlighting emerging themes for assessing education quality. This paper also supplies evidence to the educationists and policy-makers that help them formulate time-bound policy and to the researchers suggesting the need to develop valid and reliable measurement indicators for the evolving quality assessment criteria in the post-COVID era. This review has also proposed the future research agenda on applying generative AI (Artificial Intelligence) like ChatGPT, ChatSonic, Jasper Chat, and metaverse (Ready Player One, Roblox, and Facebook) technologies in secondary education for quality enhancement.

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