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.
|Publication status||Published - 4 Nov 2021|
|Event||Advance HE Assessment and Feedback Symposium 2021: Putting the Student at the Heart of Assessment and Feedback: Equality, Diversity and Partnership - Online, United Kingdom|
Duration: 4 Nov 2021 → 5 Nov 2021
|Conference||Advance HE Assessment and Feedback Symposium 2021|
|Period||4/11/21 → 5/11/21|