Re-thinking formative assessments and empowering self-regulated learners in an asynchronous online chemical engineering bridging course

Virtual Brief Paper (Asynchronous) ID: 58600
  1. aaa
    Ritushree Chatterjee
    Iowa State University
  2. Monica Lamm
    Iowa State University

Abstract: In the realm of online learning, it is paramount to create meaningful activities that enhance learning and engagement in the course. Effective formative assessments and feedback mechanisms have the potential to create such experiences. This exploratory paper describes the design of assessments for an asynchronous online chemical engineering course. It includes self-directed formative assessments, such as online learning exercises and study quizzes, in addition to homework assignments and exams. The rationale, feedback mechanism and expected learning of these assessments are described. The aim of this paper is to inform the community of asynchronous online educators and learning designers about ways to incorporate self-directed learning activities that complement the summative assessments, to empower learners be to self-regulated and engaged in learning.

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