Supportive Classroom Assessment for Remote Instruction

Autor/inn/en	Clark, Renee M.; Besterfield-Sacre, Mary; Dukes, April
Titel	Supportive Classroom Assessment for Remote Instruction
Quelle	In: Advances in Engineering Education, 8 (2020) 4, (6 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1941-1766
Schlagwörter	Distance Education; Web Based Instruction; COVID-19; Pandemics; College Faculty; Engineering Education; Synchronous Communication; Asynchronous Communication; Teaching Methods; Instructional Effectiveness; Teacher Evaluation; Pennsylvania (Pittsburgh) + Suchen Sie Ihr Suchwort? Distance study; Distance learning; Fernunterricht; Web Based Training; Fakultät; Ingenieurausbildung; Teaching method; Lehrmethode; Unterrichtsmethode; Unterrichtserfolg; Teacher appraisal; Lehrerbeurteilung
Abstract	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. (As Provided).
Anmerkungen	American Society for Engineering Education. 1818 N Street NW, Washington, DC 20036. Tel: 412-624-6815; Fax: 412-624-1108; Web site: http://advances.asee.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01