Innovations in assessment: an investigation into the role of blended learning as a support mechanism for assessment

Abstract

This paper arises from a study at the University of Brighton designed to investigate teaching and learning strategies within the LLB Law with Business degree programme. The context of the research was a transition in summative assessment on the second year Criminal Law module from 70% unseen examination and 30% coursework to a 100% seen examination. We wanted to examine blended learning as a platform for formative assessment opportunities as well as a resource to absorb the marking burden which accrued. The seen examination was a vehicle for reducing the summative burden on assessors as well as for addressing concerns relating to academic misconduct. Our research indicated that a move to assessment by 100% seen examination can constitute a successful halfway house between the unseen examination and coursework, and that the blended learning platform can support this innovative assessment strategy

Course Teaching Reform Research of English Academic Paper Writing for English Majors Based on Blended Learning

“…It is well documented that effective formative assessment practices are associated with improved student academic achievement, and advances in information technology have enabled the union of blended learning and formative assessment [7]. Students care more about the fairness of assessment and the level of feedback they receive.…”