This keynote presentation by Sally Jordan as part of the Focus On: Use of technology to support assessment and feedback event on 18th March 2015, discusses the potential advantages and disadvantages of computer-based assessment.

This keynote presentation refering to the JISC assessment and feedback activities was given by Gill Ferrell on 18th March 2015 at the Assessment and feedback - Using of technology to support practice event.+

This case study reflects on Abertay University’s Teaching and Learning Enhancement policy aims to incentivise students’ performance through an integrated approach to assessment. This case study relates to the Using technology to support practice strand of the Focus On Assessment and Feedback project.

This case study explores the use of Aropä across the University of Glasgow and examines the diverse ways it is used to encourage students to critically reflect on their own work as well as that of their peers. This case study relates to the Using technology to support practice strand of the Focus On Assessment and Feedback project.

In this case study the University of Dundee present the JISC-funded interACT (Interactive Assessment and Collaboration via Technology) project, informed by best-practice, supports feedback dialogue in an online distance learning programme. This case study relates to the Using technology to support practice strand of the Focus On Assessment and Feedback project.

This case study demonstrates how the grading and plagiarism software GradeMark, enhanced the student experience of academic feedback. The software provided consistency, and through the process of learning, students could regulate their own learning by using electronic rubrics for self-assessment as a formative tool. This case study relates to the Using technology to support practice strand of the Focus On Assessment and Feedback project.

This case study describe the experience of piloting the 'Crowd Assess' software sometimes called ACJ (Adaptive Comparative Judgement) within The University of Edinburgh, across a range of subject areas and also in the co-curricular ‘Edinburgh Award’. This case study relates to the Using technology to support practice strand of the Focus On Assessment and Feedback project.

This case study by Borders College reflects on the JISC-funded Creating Innovative Technology-enhanced Assessment project that was to adopt as a new approach to assessment across the Higher National Diploma for Business. This case study relates to the Using technology to support practice strand of the Focus On Assessment and Feedback project.

This case study showed how the Adam Smith Business School at the University of Glasgow piloted OCR exam answer sheets to gather student data, marker’s annotations and grade and publish them on Moodle for students. This case study relates to the Using technology to support practice strand of the Focus On Assessment and Feedback project.

This case study by the University of Glasgow discusses the LEAF (Leading Enhancement in Assessment and Feedback) project which is a multi-university effort exploring ways to better balance efficiency and effectiveness of assessment. This case study relates to the Using technology to support practice strand of the Focus On Assessment and Feedback project.

This case study by Glasgow Caledonian University focuses on students’ use of Xerte (free and open source browser-based tools) to create open educational resources (OERs) as part of an assessment on a final year Psychology module. This case study relates to the Using technology to support practice strand of the Focus On Assessment and Feedback project.

This case study by University of Glasgow presents practical examples of the use of collaborative online writing tools, such as Wikis, for developing writing and study skills. This case study relates to the Using technology to support practice strand of the Focus On Assessment and Feedback project.