Karyn Laitis

 find that so many of the assessment topics will be useful in developing competency based modules/courses.

ing the types of assessment tools; how they best fit the curriculum and effectively engage and assess the students' progress is a critical function of the online learning process.  

I've found that breaking down the "skill-set" similar to breaking down the steps in a dance, and creating an assessment (1 or 0) if the step was performed.  The sub-steps will depend on the level of precision needed for successful skill performance.  

Is their learning and progress limited by their procrastination?  I'm assuming these are individual assignments. Is there a way to create touchpoints or steps that get them into the assignment sooner and becomes part of the overal assessment?  Only thoughts--I've broken down some assignments in this fashion so the assignment is broken down into steps.  I hope this helps.

I'm probably one of those "quiet" learners.  Fortunately I had some great teachers that helped me identify that I had a "quiet quotient"; meaning that I was very comfortable in a smaller group 5-7 people but larger than that, I became invisible.  So, you might want to talk with these quiet students and perhaps consider having some learning pod interactions where all need to participate.  Also, sometimes the timid need to have more learning victories--not fanfare, just recognition for their successes.

Karyn