Assessment & Feedback
In 2015, the BLE embarked on a two-year focused examination of how its partner members used technology to manage assessment and feedback activity for the purpose of understanding and improving processes, practices and opportunities made possible by technology and considerate workflows. The project culminated in the publication of a book containing essays and case studies. To date, over 3,600 copies of Assessment, Feedback and Technology have been downloaded.
Since the time of its initial publication, the increasing prevalence of Generative AI and the pivot to online learning that occurred during the pandemic are just two of the consequential factors that have helped shape the way assessment and feedback are now managed and delivered in Higher Education. In 2025, we launched a new SIG to run workshops and manage collaborative projects designed to offer mutual support on the development of assessment strategies. This includes collaborative examinations of how to design authentic assessment, the use of alternative assessments, and pilots of new software.
Typical participants: learning technologists, educational developers, and instructional designers, but also extends to anyone with a focus on assessment and feedback practice.
Since the time of its initial publication, the increasing prevalence of Generative AI and the pivot to online learning that occurred during the pandemic are just two of the consequential factors that have helped shape the way assessment and feedback are now managed and delivered in Higher Education. In 2025, we launched a new SIG to run workshops and manage collaborative projects designed to offer mutual support on the development of assessment strategies. This includes collaborative examinations of how to design authentic assessment, the use of alternative assessments, and pilots of new software.
Typical participants: learning technologists, educational developers, and instructional designers, but also extends to anyone with a focus on assessment and feedback practice.
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Co-chairs from L to R:
Kirsty Branch, Learning Technologist (Digital Assessment), University of London
Eliot Hoving, Senior Learning Technologist, UCL
Jason Norton, Head of Virtual Learning Environments, UCL
To find out more about the group and to get involved, attend meetings and participate, please contact us here.
Kirsty Branch, Learning Technologist (Digital Assessment), University of London
Eliot Hoving, Senior Learning Technologist, UCL
Jason Norton, Head of Virtual Learning Environments, UCL
To find out more about the group and to get involved, attend meetings and participate, please contact us here.
