Both formal and informal assessments that are used to monitor a student’s progress and understanding of a topic and assist instructors with modifying materials to improve student comprehension. When graded, these often carry a lower value with regards to grade percentage.
Published in Chapter:
Promoting a Collegial, Collaborative, and Innovative Teaching and Learning Environment: A Real Institute's Approach to COVID-19
Alanna Carter (Ryerson University, Canada), Shayne Fogle (Ryerson University, Canada), Shereen Seoudi (Ryerson University, Canada), and Catrina Ascenuik (Ryerson University, Canada)
Copyright: © 2021
|Pages: 22
DOI: 10.4018/978-1-7998-6944-3.ch010
Abstract
Ryerson University is home to the Real Institute's ESL Foundation Program and was required to adapt programming and curricula for virtual teaching and learning in response to COVID-19. Despite difficulties at the outset, through the collaboration and creativity of a group of curriculum specialists and instructors, best practices regarding course management, assessment design, and program development for the teaching and learning of EAP and ESL curricula across time and space were discovered. The adaptation of curricula and programming for the virtual classroom was made possible due to the collaboration, innovation, and perseverance of instructors, administrative staff, and, of course, students.