Utilising Microsoft OneNote Class Notebooks to facilitate differentiated formative assessment and feedback with undergraduate Chemical Engineering students

Increasing accessibility of higher education has led to a student body that is more diverse in terms of educational background, learning needs, and personal circumstances. This paper explores the use of asynchronous differentiated instruction via Microsoft OneNote Class Notebooks as a formative assessment and feedback mechanism for second and third year undergraduate chemical engineers at Teesside University. The authors propose that this mechanism offers a flexible, inclusive, highly personalised experience that is instrumental in foregrounding student needs and learning in assessment.