ABSTRACT
During the Pandemic, the transition to virtual assessment surprised most educators who struggled with ‘Emergency Remote Teaching’ (ERT). An experienced university Spanish Language and Culture Educator in Australia overhauled learning practices and assessments from the multiple roles of instructor/assessor and task/rubric designer with the course underway. Throughout the changes, learners searching for stable Wi-Fi and screen access to complete adapted assessments remained central through an Assessment as Learning focus. The study spans two semesters and three levels of Spanish second language (L2): A2/Spanish 3 (n = 41), B1/Spanish 4 (n = 33), and B2/Spanish 5 (n = 19). Document analysis explores the successful use of technology for redesigning assessments before and after the move to ERT. Course Experience Survey free-text data garner attention to learners' views after their initial exposure to synchronous online teaching and assessment. The adaptation's challenges and affordances are discussed, offering a springboard for practitioners to reflect on strategies in local contexts.
