Around 80 delegates attended an event in March 2015 to explore how we use technology to support assessment and feedback. The discussions included targeting feedback, detecting plagiarism and ensuring data security. There were two keynote speakers and a number of case studies presented at the event.


During the event we identified ten key messages for institutional policy makers. The aim of the messages is to promote the use of technology to enhance feedback on assessment.

  1. Remove the ‘e’ from ‘e-assessment’ and ‘e-learning.
  2. Create and encourage a ‘can-do’ culture at all levels in the institution to accommodate new ways of using technology.
  3. Provide support and leadership from policy makers to department level.
  4. Work with practitioners in teams as equals. Learn about what practitioners’ practice and the challenges they face.
  5. Learn about the technology by recognising its advantages and limitations.
  6. Recognise the diversity in ‘e’-learning and ‘e’-assessment approaches.
  7. Recognise all staff may need training and support to take advantage of new technologies and that this needs to be adequately prioritised and resourced. 
  8. Be aware that small and simple fixes can really help. For example, providing resource for software licences enables staff to work with new technology.
  9. Invest in stable and robust IT infrastructures that can be consistently used to support assessment and feedback.
  10. Use workload models that are designed to support ‘online’ learning.

Keynote presentations


Improving computer-marked assessment: How far can we go?

Publication Date: 24 Apr 2018

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.

Author: The Open University
Format: PPT
Size: 2474 KB

JISC assessment and feedback activities 2011-2015

Publication Date: 24 Apr 2018

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.+

Author: Gill Ferrell
Format: PPS
Size: 6379 KB

Case studies


ATLEF Funded Project

Publication Date: 24 Apr 2018

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.

Author: Abertay University
Format: PDF
Size: 125 KB

CIT eA-Project at Borders College

Publication Date: 24 Apr 2018

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.

Author: Borders College
Format: PPTX
Size: 325 KB

Diverse use of the web-based peer assessment tool, Aropä

Publication Date: 24 Apr 2018

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.

Author: University of Glasgow
Format: PPTX
Size: 1309 KB

Improving assessment and feedback processes with OCR technology

Publication Date: 24 Apr 2018

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.

Author: University of Glasgow
Format: PPT
Size: 1838 KB

interACT - supporting feedback dialogue through technology 

Publication Date: 24 Apr 2018

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.

Author: University of Dundee
Format: PPTX
Size: 932 KB

Ipsative Feedback, e-Portfolios and LEAF

Publication Date: 24 Apr 2018

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.

Author: University of Glasgow
Format: PPTX
Size: 1113 KB

Making the most of what we’ve got

Publication Date: 24 Apr 2018

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.

Author: Glasgow Caledonian University
Format: PPTX
Size: 1945 KB

Student creation of interactive learning resources using Xerte

Publication Date: 24 Apr 2018

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.

Author: Glasgow Caledonian University
Format: PPT
Size: 1991 KB

Technology Enhanced Assessment

Publication Date: 24 Apr 2018

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.

Author: University of Edinburgh
Format: PPTX
Size: 958 KB

The benefits of using Wikis for formative feedback

Publication Date: 24 Apr 2018

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.

Author: University of Glasgow
Format: PDF
Size: 1311 KB

Related resource


Use of technology to support assessment and feedback - Dialogue sheet

Publication Date: 23 Apr 2018

This dialogue sheet was used at the QAA Scotland Using Technology for Assessment event on 18 March 2015.  It was created to help the Scottish sector think imaginatively about how they could develop practice in the use of technology to support assessment and feedback.  

Author: QAA Scotland
Format: PDF
Size: 84 KB