[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-588889-105":59,"doc-detail-588889-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","supportive-classroom-assessment-for-remote-instruction-fall-2020-volume-8-number-4","Supportive Classroom Assessment for Remote Instruction - Fall 2020 Volume 8 Number 4","","During summer 2020, remote instruction became the norm for universities due to COVID-19, prompting a new engineering-school standard emphasizing interactivity and activity in synchronous sessions and technology-enabled, engaging asynchronous learning. Instructors participated in voluntary, supportive assessment of instructional techniques through interviews and classroom observation. The program aimed to enable growth in remote teaching and demonstrate instructional excellence. Preliminary results showed that supportive, volunteer-based assessment encouraged participation and adoption of desirable teaching practices.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/supportive-classroom-assessment-for-remote-instruction-fall-2020-volume-8-number-4/588889/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/supportive-classroom-assessment-for-remote-instruction-fall-2020-volume-8-number-4/588889.png","ImageObject",300,407,{"name":92,"@type":93},"Chumphorn","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-07","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":39},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What prompted the engineering school’s shift in remote instruction during 2020?","Question",{"text":112,"@type":113},"Remote instruction became the norm for universities in summer 2020 due to COVID-19, requiring new expectations for interactivity, activity, and technology-supported asynchronous learning.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How did the voluntary supportive assessment work?",{"text":117,"@type":113},"Instructors took part in supportive assessment through one-on-one instructional planning and coaching plus formative assessment and feedback, including interviews and classroom observation.",{"name":119,"@type":110,"acceptedAnswer":120},"What were the purposes of the supportive assessment program?",{"text":121,"@type":113},"The program had two purposes: to support growth in remote online teaching through supportive (not summative) assessment and to demonstrate excellence in the school’s instruction.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},588889,1792165468,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":39,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":29,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144,"preview_page_count":4},2336475401981,"https://ap-avatar.wpscdn.com/avatar/22000c94efd8d5204d?x-image-process=image/resize,m_fixed,w_180,h_180&k=1786935347598174694","| | Ad | vances in Engineering Edu | cation |  |  |\n| --- | --- | --- | --- | --- | --- |\n|  |  |  |  | |  |\n|  |  |  |  |  |  |\n\nFALL 2020 VOLUME 8 NUMBER 4  \nSupportive Classroom Assessment for Remote Instruction  \nRENEE M. CLARK  \nMARY BESTERFIELD-SACRE AND  \nAPRIL DUKES University of Pittsburgh Pittsburgh, PA  \nABSTRACT  \nDuring 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.  \nKey words: Assessment, COVID-19, remote learning  \nINTRODUCTION AND BACKGROUND  \nFor many faculty, the last five weeks of the spring 2020 semester represented a time of “persisting through” to the end of the semester after a heavily-unforeseen, rapid change from ordinary campus life and learning to remote education. At the University of Pittsburgh’s Swanson School of Engineering, there were different expectations, however, for the summer 2020 semester, as the Associate Dean for Academic Affairs established a “new norm” for remote instruction by setting expectations regarding interactivity and activity in synchronous classroom sessions as well as the use of technology for creating engaging, high-quality asynchronous learning resources. These expectations were supported by multiple synchronous training sessions for faculty prior to the start  \nFALL 2020 VOLUME 8 NUMBER 4 1  \nADVANCES IN ENGINEERING EDUCATION  \nSupportive Classroom Assessment for Remote Instruction  \nof the summer semester. In addition, instructors were asked to participate in voluntary assessment of their summer instruction via interviews with and classroom observation by the School’s Assessment Director. This voluntary activity had a two-fold purpose, namely 1) to perform “supportive,”as opposed to summative, assessment, to enable growth and development in remote online teaching, and 2) to demonstrate to others excellence in the School’s instruction. The authors believe this voluntary program was particularly noteworthy because it was considered an assessment program; however, a very supportive aspect was also involved, namely upfront planning assistance (via an instructional checklist developed via faculty discussions), in-class coaching and observation, and follow-up formative verbal and written feedback. Thus, this voluntary “assessment” program had concomitant supportive aspects.  \nThis supportive assessment program consisted of both 1) one-on-one instructional planning and coaching intended to encourage participation, and 2) formative assessment and feedback. This program was rooted in previous work by the Assessment Director (AD), in which she had used an individualized, social-based approach involving instructional coaching to propagate active learning within the engineering school [1] . Her previous work was based on the writings of Charles Henderson, Dancy, and colleagues, which advanced the idea that educational change may best occur through socially-driven and personalized practices, such as informal communication, interpersonal networks, collegial conversations, faculty communities, and support provided during change and implementation [2–4] . The AD’s previous work was also grounded in the professional development literature indicating that adult professional learning must be personalized, including support with upfront planning, during classroom implementation, and via evaluation [5–7] . Classroom observa","cbCainEaC5a0EWtp","https://ap.wps.com/l/cbCainEaC5a0EWtp","pdf",343827,"English","# Introduction and Background\n# Methods\n## Training via Zoom sessions\n## Voluntary Assessment Program (Table 1)","[{\"question\":\"What prompted the engineering school’s shift in remote instruction during 2020?\",\"answer\":\"Remote instruction became the norm for universities in summer 2020 due to COVID-19, requiring new expectations for interactivity, activity, and technology-supported asynchronous learning.\"},{\"question\":\"How did the voluntary supportive assessment work?\",\"answer\":\"Instructors took part in supportive assessment through one-on-one instructional planning and coaching plus formative assessment and feedback, including interviews and classroom observation.\"},{\"question\":\"What were the purposes of the supportive assessment program?\",\"answer\":\"The program had two purposes: to support growth in remote online teaching through supportive (not summative) assessment and to demonstrate excellence in the school’s instruction.\"}]","Supportive Classroom Assessment for Remote Instruction - Fall 2020 Volume 8 Number 4 | PDF",1792066132,15]