Assessment, feedback and technology: contexts and case studies in Bloomsbury

Havemann, Leo and Sherman, Sarah eds. (2017). Assessment, feedback and technology: contexts and case studies in Bloomsbury. London, UK: Bloomsbury Learning Environment.




In 2014, the Bloomsbury Learning Environment (BLE) Consortium initiated a wide-ranging, two-year-long research and dissemination project focusing on the use of technology in assessment and feedback. Our aim was to understand and improve processes, practices, opportunities and tools available to the institutional members of the BLE Consortium. From the project, we produced three research papers investigating current practice and 21 case studies describing both technology-enabled pedagogy and technical development. Now presented as a free ebook, co-edited by Leo Havemann and Sarah Sherman, we offer the flavour of the variety and breadth of the BLE’s activities relating to the project theme as a contribution to the education sector’s widening conversation about the interplay of assessment, feedback, pedagogy and technology.

Contents: Introduction (L Havemann & S Sherman) 1 Section 1: Contexts Chapter 1: Contextualising the Electronic Management of Assessment Lifecycle in Bloomsbury (L Havemann & S Sherman) 5 Chapter 2: Electronic Management of Assessment — Administrative Perspectives (L Havemann & S Sherman) 15 Chapter 3: Assessment, Technology and Innovation in Distance Learning in the Bloomsbury Learning Environment Institutions (N Weitz & K Seddon) Section 2: Case Studies — Alternative Tasks and Formats Chapter 4: Blogging and Social Media for Formative Assessment in Marketing and PR Modules (D Grange & W Hein) 38 Chapter 5: Blogging for Summative Assessment in Postgraduate Education (T Neumann) 41 Chapter 6: Using Journals in the SOAS International Human Rights Clinic (L Welchman) 44 Chapter 7: Running a Group Assessment in Mahara (M Vogel) 46 Chapter 8: Assessing Veterinary Students Using Posters and Online Lectures (S Powney & N Short) 49 Chapter 9: Formative Assessment for Postgraduate Academic Skills Development in Arts (L Havemann) Section 3: Case studies — Students Feeding Back Chapter 10: Peer Reviewing Summative Assignments (S Sherman & S Channon) 55 Chapter 11: Using WebPA for Summative Peer Assessment (H Croall, B Cobb, C Lawson & A Spark) 57 Chapter 12: Peer Feedback with Moodle Workshop (M Vogel) 59 Chapter 13: Using Forums in Moodle to Provide Peer Feedback (S Sherman & J S Rofe) 61 Chapter 14: Academic Blogging with Peer Feedback (L Guetcherian) 63 Chapter 15: Improving Feedback In Online Assessments (S Powney) 67 Section 4: Case Studies — Assessing at Scale Chapter 16: Assessing at Scale in a Global Health MOOC (J Stroud) 70 Chapter 17: Assessment in MOOCs for Continuing Professional Development (T Neumann) 72 Chapter 18: Self-Assessment and Self-Monitoring Tools in Professional Accountancy (S Ogden) 76 Section 5: Case Studies — Multimedia Approaches Chapter 19: Student Presentations at a Distance (T Neumann) 80 Chapter 20: Using Online Communication Tools to Provide Live Feedback to Students (S Sherman & S Pullen) 84 Chapter 21: Providing Audio Feedback to SOAS Chinese Competition Contestants (S Wadud & Z Pang) 87 Chapter 22: Moving from an Assessed Presentation during Class Time to a Video-based Assessment in a Spanish Culture Module (D Grange & M Paz Balibrea Enriquez) 89 Chapter 23: Using Panopto for Formative Assessment in Earth Science (D Grange & S Hirons) 91 Chapter 24: Assessment and Feedback Video (S Wadud & V Janev) 94 Section 6: Case Studies — Technical Developments Chapter 25: SOAS Assignment Creation and Results Tracking (L O'Sullivan & A Leedham) 97 Chapter 26: My Feedback Report Plugin for Moodle (J Gramp) 100 Chapter 27: Coursework Module for Moodle (S Sherman & A Spark) 101 Acknowledgements 103 About the Editors 104

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