Supportive Classroom Assessment for Remote Instruction

被引：0

作者：

Clark, Renee M. ^{[1
]}

Besterfield-Sacre, Mary ^{[1
]}

Dukes, April ^{[1
]}

机构：

[1] University of Pittsburgh, Pittsburgh,PA, United States

来源：

Advances in Engineering Education | 2020年 / 8卷 / 04期

关键词：

Asynchronous learning - Classroom assessment - Instructional techniques - Interactivity - Remote instruction - Remote teaching - School of engineering - Teaching practices;

D O I：

暂无

中图分类号：

学科分类号：

摘要：

During the summer 2020, when remote instruction became the norm for universities due to COVID-19, expectations were set at our school of engineering for interactivity and activity within synchronous sessions and for using technology for engaging asynchronous learning opportunities. Instructors were asked to participate in voluntary assessment of their instructional techniques, and this supportive assessment was intended to enable growth in remote teaching as well as demonstrate excellence in the School’s instruction. Preliminary results demonstrated what is possible with voluntary assessment with a support focus – namely instructor willingness to participate and encouragement in the use of desirable teaching practices. © 2020

引用

页码：1 / 6

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