Ingrid Lee | Teaching Focused Academic at Victoria University

In this video (part 2 of 2), Ingrid Lee continues the discussion on formative assessment and its application to the digital environment, in light of the COVID-19 global pandemic. Establishing the social and human aspect of learning which are at the crux of her formative learning approach, she considers how educators can keep students connected and engaged in an online setting.

Ingrid explores the importance of inclusive assessment and the considerations required in the virtual learning space to meet different learners’ needs. With the premise that inclusivity starts with compassion, she highlights students’ diversity and hardships, which affect their access, motivation and learning outcomes. She shares some of the differentiated learning strategies Victoria University (VU) has adopted, such as the use of closed captions on videos to support non-auditory learners.

Drawing attention to the limitations of wholly online feedback, Ingrid identifies how educators are less able to ‘read the room’ to get a sense of class engagement. She touches on ways to combat online and video fatigue by reinforcing the open, social element of learning, such as Zoom break-out sessions, and embedding peer collaboration and review into classes to mimic traditional, face-to-face interactions.

Finally, Ingrid speaks to the integrity aspect of formative assessment, suggesting that a framework of well-communicated rubrics and strong moderation methods paired with a backwards assessment design, allows for cumulative learning progression in class and reduces the risk of misconduct.

#turnitin #academicintegrity #integritymatters