CC-BY-NC-ND 2017 Bloomsbury Learning Environment, London DOI: 10.6084/m9.figshare.5315224
Assessment, Feedback and Technology: Contexts and Case Studies in Bloomsbury edited by Leo Havemann and Sarah Sherman is licensed under a
Creative Commons Attribution–NonCommercial–NoDerivatives 4.0 International License
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) 23
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) 51
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
Introduction
Leo Havemann Sarah Sherman
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References
S ECTION 1
Contexts
Chapter 1: Contextualising the Electronic Management of Assessment Lifecycle in Bloomsbury
Leo Havemann Sarah Sherman
Introduction
Approach Data collection
Analysis
Findings Specifying
Setting
Supporting
Submitting
Marking and production of feedback
Recording grades
Returning marks and feedback
Reflecting
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Conclusions
References
Chapter 2: Electronic Management of Assessment — Administrative Perspectives
Leo Havemann Sarah Sherman
Introduction
Approach
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Findings
Processes in the EMA workflow
Submitting —
Marking and production of feedback —
Recording grades —
Returning marks and feedback —
Challenges
Time —
Training —
Technological barriers —
Dependence on other people —
Manual, labour-intensive processes —
Institutional procedures —
Legal issues —
Concluding remarks
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References
Chapter 3: Assessment, Technology and Innovation in Distance Learning in the Bloomsbury Learning Environment Institutions
Nancy Weitz Kathy Seddon
Introduction
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The current situation
Functional approach
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Enhanced functional approach
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Innovative approach
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MOOCs
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Issues and Opportunities
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Issues
Institutional communication and sharing —
Skills, support and training —
Assessment and activity design —
Development cost and resource —
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Candidate authenticity and identity —
Course size and student profile —
Technology and access —
Attitudes —
Further opportunities and recommendations
Institutional communication and sharing —
Skills, support and training —
Assessment and activity design —
The Assessment Toolkit —
Development cost and resource —
Candidate authenticity and identity —
Course size and student profile —
Technology and access —
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Attitudes —
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MOOCs —
Conclusion
References and supporting documents
S ECTION 2
Case Studies —
Alternative Tasks and Formats
Chapter 4: Blogging and Social Media for Formative Assessment in Marketing and PR Modules
Deborah Grange Wendy Hein
Summary
Implementation
Blogging in a marketing module
Social media in a public relations module
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Benefits and Challenges
Take-Aways
Chapter 5: Blogging for Summative Assessment in Postgraduate Education
Tim Neumann
Summary
Implementation
Evaluation
Benefits and Challenges
Take-Aways
Chapter 6: Using Journals in the SOAS International Human Rights Clinic
Lynn Welchman
Summary
Implementation
Evaluation
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Benefits and Challenges Benefits
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Challenges
Take-Aways
Chapter 7: Running a Group Assessment in Mahara
Mira Vogel
Summary
Implementation
Support students to work as a group —
Choose the best time to induct students —
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Get students into groups on Mahara in advance —
Give all students the same Group role – Member is probably best —
Keep two members of staff as Administrators in the Group —
Let students know how they can contribute work —
Applying a deadline —
Making an assessor-friendly space —
Make sure that assessors can easily find the work —
Evaluation
Benefits and Challenges
Take-Aways
Chapter 8: Assessing Veterinary Students Using Posters and Online Lectures
Sonya Powney Nick Short
Summary
Implementation
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Assessment in 2014–15 and 2015–16
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Poster assessment criteria
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Evaluation
Benefits and Challenges Benefits
Challenges
Take-Aways
Chapter 9: Formative Assessment for Postgraduate Academic Skills Development in Arts
Leo Havemann
Summary
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Implementation
Benefits and Challenges
Take-Aways
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S ECTION 3
Case Studies —
Students Feeding Back
Chapter 10: Peer Reviewing Summative Assignments
Sarah Sherman Sarah Channon
Summary
Implementation
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Benefits and Challenges Benefits
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Challenges
Take-Aways
Chapter 11: Using WebPA for Summative Peer Assessment
Hannah Croall Bradley Cobb Charlotte Lawson Alistair Spark
Summary
Implementation
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Benefits and Challenges
Chapter 12: Peer Feedback with Moodle Workshop
Mira Vogel
Summary
Implementation
Evaluation
Benefits and Challenges
Take-Aways
Chapter 13: Using Forums in Moodle to Provide Peer Feedback
Sarah Sherman J. Simon Rofe
Summary
Implementation
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Evaluation
Benefits and Challenges Benefits
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Challenges
Take-Aways
References
Chapter 14: Academic Blogging with Peer Feedback
Lucia Guetcherian
Summary
Implementation
Evaluation
Benefits and Challenges
Benefits (data gathered from reflective essays)
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Excerpts from student feedback
Challenges (data gathered from reflective essays)
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Take-Aways
Chapter 15: Improving Feedback In Online Assessments
Sonya Powney
Summary
Implementation
Evaluation
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Benefits and Challenges Benefits
Challenges
Take-Aways
S ECTION 4
Case Studies —
Assessing at Scale
Chapter 16: Assessing at Scale in a Global Health MOOC
Joanna Stroud
Summary
Implementation
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Benefits and Challenges
Take-Aways
Chapter 17: Assessment in MOOCs for Continuing Professional Development
Tim Neumann
Summary
Implementation
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Evaluation
Benefits and Challenges
Take-Aways
Chapter 18: Self-Assessment and Self-Monitoring Tools in Professional Accountancy
Stephen Ogden
Summary
Implementation
Self-mark questions: self-assessment, self-reflection
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Topic objective tracker (TOT): self-reflection, progression analysis
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Learning outcomes profiler (LOP): progression analysis, understanding
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Evaluation
Benefits and Challenges
Take-Aways
S ECTION 5
Case Studies —
Multimedia Approaches
Chapter 19: Student Presentations at a Distance
Tim Neumann
Summary
Implementation
Activity type: research presentation
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Activity type: debate
Evaluation
Benefits and Challenges
Take-Aways
Chapter 20: Using Online Communication Tools to Provide Live Feedback to Students
Sarah Sherman Sophie Pullen
Summary
Implementation
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Evaluation
Benefits and Challenges
Benefits
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Challenges
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Take-Aways
Chapter 21: Providing Audio Feedback to SOAS Chinese Competition Contestants
Sultan Wadud Zhaoxia Pang
Summary
Implementation
Evaluation
Benefits and Challenges Benefits
Challenges
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Take-Aways
Chapter 22: Moving from an Assessed Presentation during Class Time to a Video-based Assessment in a Spanish Culture Module
Deborah Grange
Mari Paz Balibrea Enriquez
Summary
Implementation
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Evaluation
Benefits and Challenges Benefits
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Challenges
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Take-Aways
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Chapter 23: Using Panopto for Formative Assessment in Earth Science
Deborah Grange Steve Hirons
Summary
Implementation
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Evaluation
Overall feedback
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Individual comments
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Benefits and Challenges
Take-Aways
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Chapter 24: Assessment and Feedback Video
Sultan Wadud Vera Janev
Summary
Implementation
Evaluation
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Benefits and Challenges Benefits
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Challenges
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Take-Aways
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S ECTION 6
Case Studies —
Technical Developments
Chapter 25: SOAS Assignment Creation and Results Tracking
Linda O’Sullivan Andrew Leedham
Summary Purpose
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Activity summary
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Known issues
Usage
Benefits and Challenges Benefits
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Challenges
Take-Aways
Chapter 26: My Feedback Report Plugin for Moodle
Jessica Gramp
Summary
Known issues
Usage
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Chapter 27: Coursework Module for Moodle
Sarah Sherman Alistair Spark
Summary
Known issues
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