Electronic Management of Assessment Bookshelf

“The term electronic management of assessment (EMA) is increasingly being used to describe the way in which technology is used across the assessment life cycle to support  the electronic submission of assignments, as well as marking and feedback.”(JISC, 2013)

Draper, S.W. and Nicol, D.J. (2013) Achieving transformational or sustainable educational change. In S. Merry, M. Price., D. Carless., & M. Taras (eds) Reconceptualising feedback in higher education: Developing dialogue wth students.  London: Routledge, pp190-203

e-affect, Appreciative Inquiry Assessment and feedback Available from http://jiscdesignstudio.pbworks.com/w/file/fetch/52211921/Appreciative%20Inquiry_script.pdf

Ferrell, G. & Gray, L. (2013) Changing assessment and feedback practice: How to approach large-scale change in assessment and feedback practice with the help of technology. Available at www.jisc.ac.uk/guides/changing-assessment-and-feedback-practice

Ferrell, G. & Gray, L. (2016) Electronic management of assessment (EMA) in higher education: processes and systems: Helping HE providers to improve business processes and choose information systems to support assessment and feedback. Available at https://www.jisc.ac.uk/guides/electronic-management-of-assessment-processes-and-systems

Ferrell, G (2013) Supporting assessment and feedback practice with technology: from tinkering to transformation Available at http://jiscdesignstudio.pbworks.com/w/file/fetch/70107184/Jisc%20AF%20Final%20Synthesis%20Report%20Oct%202013%20v2.pdf

Grieve, Rachel; Padgett, Christine R.; Moffitt, Robyn L. (2016-01-01). “Assignments 2.0: The role of social presence and computer attitudes in student preferences for online versus offline marking”. The Internet and Higher Education 28: 8–16. doi (Links to an external site.):10.1016/j.iheduc.2015.08.002

JISC Briefings

Nicol, D. (2009) Transforming assessment and feedback: enhancing integration and empowerment in the first year. Published by the Quality Assurance Agency for Higher Education.  Full text

Nicol, D, J. & Macfarlane-Dick, D. (2006), Formative assessment and self-regulated learning: A model and seven principles of good feedback practice, Studies in Higher Education, 31(2), 199-218.

Parkin, H. et al (2012) A role for technology in enhancing students’ engagement with feedback, Assessment & Evaluation in Higher Education, 37:8, 963-973, DOI: 10.1080/02602938.2011.592934

Price, M., and B. O’Donovan. 2008. Feedback – All that effort, but what is the effect? Paper presented at EARLI/Northumbria Assessment Conference. August 27–29, in Potsdam, Germany

University of Huddersfield,  Activity Cards for Staff Development. Available at http://jiscdesignstudio.pbworks.com/w/file/fetch/68762994/ITEAM%20AfL%20activity%20cards.docx

University of Strathclyde, Re-engineering Assessment Practices in Higher Education Avaliable at http://www.reap.ac.uk/Home.aspx


Delivering Online Distance Learning (DODL) Final Report

This paper will present the methods and findings of the first phase of the Delivering Online Distance Learning (DODL) project. DODL was funded by the Centre for Learning and Academic Development (CLAD), a unit within the University of Birmingham (UoB) over the 2010 – 2011 academic year and proposed to:

1. Investigate ODL practice within UoB and a selected sample within UK
Higher Education institutions
2. Produce an overview of a range of ODL models with reference to the literature that provides practitioners stimulus and guidance for designing and developing their own programmes or modules

Read: Delivering Online Distance Learning Final Report

DODL Models: http://dodlbham.pbworks.com/w/page/50001906/ODL%20Models

ODL Case Studies: http://dodlbham.pbworks.com/w/page/41243822/Case%20Studies


Quote of the Day

“it is only in a complex dance between technologies and pedagogies that quality distance education emerges. The technology sets the beat and the timing. The pedagogy defines the moves.  Both the design and the technology morph in response to developments or changes in theory and technological affordances. Further, the creative energy and context created by the participants also effects the dance. As any change occurs, the dance is thrown out of synchronization and all parties adjust their activities and their plans to return to the creative flow of the dance. ”

Anderson, T. (2009). The dance of technology and pedagogy in self-paced distance education. Paper presented at the 17th ICDE World Congress, Maastricht. [Online]http://auspace.athabascau.ca:8080/dspace/bitstream/2149/2210/1/The%20Dance%20of%20technology%20and%20Pedagogy%20in%20Self%20Paced%20Instructions.docx.

Engaging Hearts and Minds

“This Best Practice Guide has been put together by the UCISA Academic Support Group to provide examples of good practice in engaging academics, and other staff, in the use of Technology Enhanced Learning (TEL).

The guide contains ten case studies which look at a variety of methods for engaging academics such as:

  • setting up communities of practice
  • developing intensive training and support programmes
  • incorporating TEL into Postgraduate Certificate courses
  • encouraging academics to publish their research in TEL.

Each case study describes the activity and the approach taken, provides an evaluation of the activity and discusses future developments and transferability. “


Clicker Pedagogy

Clickers or Personal Response Systems (PRS) are a wireless system that allows you to capture your student’s responses to questions you pose in lectures anonymously. The following resources will help you create good quality questions  and associated learning opportunities.

Clicker Resources

A really useful compilation of resources. A good place to start once you’ve watched the videos (below).

Clicker Resource Guide An Instructors Guide to the Eective Use of  Personal Response Systems (Clickers) in Teaching

“This guide was written to help instructors understand the answers to these questions, and to help them use personal response systems (“clickers”) in their classes in the most comfortable and pedagogically effective manner. The authors are involved in the Science Education Initiative at the University of Colorado and the Carl Wieman Science Education Initiative at the University of British Columbia.”

Writing Good Clicker Questions

This page provides a summary of suggestions for writing effective clicker questions result from iClicker webinar.

2011 Quality Assurance and Quality Enhancement in e-Learning conference

Abstract: Explore challenges facing the sector in relation to assuring quality whilst also enabling quality enhancement and innovation through technology enhanced learning (TEL). We will be exploring the unsolved problems and trying to identify some of the unknown issues. Technologies impact on all aspects of the learning process, including teaching, assessment and communication. In light of changes in technologies and the changing role of e-learning within higher education, guidance and policies associated with quality assurance and quality enhancement of technology enhanced learning (TEL) need to be considered and reviewed.

The day will include; a keynote address from Ingeborg Bø, a member of the Board of Directors of European Foundation for Quality in E-learning (EFQUEL); presentations from project teams who have been evaluating the QAQE toolkit (‘A Toolkit for Harnessing Quality Assurance Processes for Technology Enhanced Learning’), and a presentation from members of the University of Hertfordshire who will guide delegates through the development of their law course from face-to-face to distance learning. The day will conclude with a panel debate on future agendas.

Learning Objectives

  • Examine resources available to support the QA&E process for Technology Enhanced Learning

Key Ideas

  • Toolkit for Harnessing Quality Assurance Processes for Technology Enhanced Learning provides a framework and a set of tools
  • Designed to address the broad continuum of patterns of modes of study in TEL courses from blended courses to fully online distance courses
  • Toolkit is useful to access in bite sized chunks as and when aspects are required. Needs a lot more examples and to be truly effective – senior management support at College and Institutional level

Action Plans

  • Use and adapt aspects of the toolkit at local level