The changing landscape of assessment

Image of a landscapeSome possible replacements for unseen, time-constrained, face-to-face invigilated exams. Professor Kay Sambell, Edinburgh Napier University and Professor Sally Brown, Independent consultant.

Targetted and informative document which considers both emergency plans for unseen, time-constrained, invigilated exams to be undertaken remotely and other assessments that are normally undertaken on-site but which couldn’t be held due to lockdown. Whilst the emergency planning phase is now over, this still offers solutions which could be applied for future planning. The aim of the document is to help those who are currently planning for a phased, socially-distanced and gradual return to campus. It includes a comparative table of pros and cons of alternative forms of assessment.

(External Resource)


How do I view reports for an assessment in New Quizzes? (Canvas Guide)

Image of a calculatorThe first part of this brief Canvas guide gives an overview of the analytics reports that can be derived from a New Quizzes quiz and how to access them. It takes you into the ‘Reports’ area of New Quizzes and shows you how to obtain overall quiz statistics e.g. mean score as well as statistics for individual quiz questions e.g. the number and percentage of students who chose each answer choice. It does not cover analytics relating to an individual student’s quiz attempts as this information is accessed from the ‘Moderate’ area of New Quizzes rather than the ‘Reports’ area. Resources on the New Quizzes Moderation page can be found in the Canvas Guides online.

(External Resource)


Guidelines for Alternative Assessment Document

Image of two opposite arrows both saying choiceAn informative document for the transference of pre-existing assessment types to online assessment. Key considerations are identified such as learning outcomes, viability and accessibility for students given for example the factors which may impede student engagement. Of clear interest is the list of assessment types and alternatives where necessary. Caveat here is that this document was produced in March when the University was preparing for possible closure. This document will be updated as the landscape changes.

(Swansea Resource)

Assessment and Feedback CPD

Crystal BallA collection of SALT and other resources we have accumulated on the broad themes of Assessment and Feedback. There is diverse information here to support the delivery of varied and creative assessment and timely and effective feedback. This will be most useful if the reader is looking for new ideas.

The resources are categorised for the reader to include such areas as group assessment, peer assessment, digital assessment and reference sources for a broad range of assessment types and ideas. Feedback resources focus on effectiveness of feedback and encouraging student use of feedback/feedforward. Case studies and presentations give an insight into practical utility and evidence based results such as the use of ‘Feedback Journals’, peer assessed poster presentations and the use of Slido to engage and assess large groups. Many of these resources are based on online assessment or could be transferred to an online scenario. A caveat is that many of the resources seen here are conference abstracts and therefore may not provide sufficient detail.

(Swansea Resource)


Assessment in Canvas: Guidance for students

Students using Computers in the libraryThis resource contains the supporting guidance documents for students that were produced to help colleges move online assessment into Canvas during the Alternative Assessment period in May 2020. This resource may be useful as a ready reference for students, or staff supporting students during their assessments period. It is an open course so students can access it without having to log into Canvas – making it suitable to link to, and distribute to students to help them submit work to basic Canvas assignments and quizzes.

(Swansea Resource)


Assessment in Canvas: Guidance for staff

Image of a teacher with studentsThis resource contains the supporting guidance documents for staff that were produced to help colleges move online assessment into Canvas during the Alternative Assessment period in May 2020. Whilst we would encourage staff to complete the CPD Turnitin course and the Canvas Essentials Assessment and Feedback 1 & 2, this resource may be useful as a ready reference on specific basic assessment topics in Canvas. It is an open resource so anyone can access it via the course link.

(Swansea Resource)


[:en]WebPA and Peer Assessment[:]

[:en]WebPA logo
The September IT month session on WebPA on the 12th of September had a look at this peer assessment / review tool, and how it is integrated into Blackboard here at Swansea.

Our association with the tool started several Years ago with Professor Dave Clark in the College of Science who was looking for an easier method of running the peer assessment he ran with a piece of group work on one of his modules.  His External Examiner at the time was Dr Peter Wilmott from Loughborough who just happened to be the academic who had commissioned WebPA to be written by the IT development team at Loughborough.  We’ve been using it ever since.

Click here to access the website for WebPA.

It is a great way to overcome some of the perception students can have about group work being unfair.  Students can rate themselves and their peers over a range of criteria defined by their lecturer and a weighting factor for each student is generated that can then be applied to any group work mark.  It also tends to improve engagement with the group project as suddenly students will be held instantly accountable for their effort.

WebPA Screen Grab

Now that is has been fully integrated into Blackboard, the whole process has been made much easier to set up and administer.  All of your Blackboard students and groups are simple to import into the WebPA system and they get the ease of access that the integration allows.

Student comments on the system have been very positive and we continue to spread its use to new areas of the University every year.[:]

Making Assessment Clear


Assessment word cloud

The need to make assessment clear is probably quite obvious, so that students know what is expected of them.  But is isn’t always as simple as that as many of us have found out to our detriment.  So what can we do to make sure that our assessment is as clear as we think it is?  Follow the link below to listen to two colleges approaches to making assessment clear to their students. Dr Kasia Szpakowska, associate professor of Egyptology in the College of Arts and Humanities and Dr Chris Jobling, senior lecturer in the College of Engineering, share some of their tools and tips.

Click here to listen

If you have ideas of your own that you can share please email  SALT team or Click here to tell us your change