Anonymous marking in Moodle


Recording of today’s webinar:


What’s new in Moodle @LSBU


Recording of today’s webinar:


Bring Me Sunshine


Assessment as a learning process: the use of Exploratory Practice to empower students and to foster teacher development


New journal article:


Assessment as a learning process: the use of Exploratory Practice to empower students and to foster teacher development

Anabel Gutierrez, Assia Slimani-Rolls, Chris Rowell



The purpose of this paper is twofold: on the one hand, it presents a yearlong study (2016-2017) that reports on the design and implementation of a module assessment through a peer review process(BOSTOCK, 2000;TOPPING 2000; FALCHIKOV, 2005) Using Turnitin, which is a commercial, Internet-Based Plagiarism-Detection Service.  The peer review aims to help the students to understand the marking criteria and standards, which are focused on the development of research skills and encourage them to take control of their learning. The peer reviewprocesses representthe formative feedback that students give to each other to enable them to achieve the required standard that their work must ultimately reach prior to its final submission. On the other hand, the paper also highlights the professional development issues that emerged as a consequence of adopting the principled framework of Exploratory Practice (EP) (ALLWRIGHT, 2003, 2005; GIEVE &MILLER, 2006; ALLWRIGHT &HANKS, 2009), which Allowed the teacher and the students to work for a better quality of life,as they enhanced theirunderstandings of what they were trying to achieve together in the classroom. A number of benefits have been identified as a result of this investigation. The students gained a better grasp of the literature review process, heightened their motivation to learn about the topics that they need to investigate,engaged more deeply students’ engagement during lectures, and developed a sense of ownership of their learning. The teacherherself voices her reflection about the perceivedbenefitsgained from working collaboratively with students and with experts in related fields and finds that the process has generated insightsthat have transformedher teaching in various ways.


Using exemplars in University teaching


Can anyone help? I’m doing a little bit of research on the use of assessment exemplars in universities. I’ve found examples of students work (essays, assignments etc) and plenty of journal articles but I’m looking for examples of university guidelines or policy on how these exemplars should be used.

Can you anyone send me some examples from their own university or college? Leave a comment below or tweet me @chri5rowell…Thanks!

V0007582 Five tombs containing skeletons of historical exemplars of w

Useful site – universities using exemplars.

  1. Using example essays. Sussex University
  2. Case Study: Using Exemplar Assignments to Enhance Student Feedback. Warwick University
  3. Student Exemplars. University of Leicester.
  4. Examples of Reflective Assignments. University of Wolverhampton.
  5. Exemplar Research proposals and Theses. University of South Australia.

‘Open’ Journal articles:

  1. Learning About the Quality of Work that Teachers Expect: Students’ Perceptions of Exemplar Marking Versus Teacher Explanation
  2. No longer exempt from good practice: using exemplars to close the feedback gap for exams (2013) Jenny Scolesa, Mark Huxhamb and Jan McArthurc
  3. Improving Student Performance in Interdisciplinary Law Unit Assessment by Providing Annotated Exemplars. David Newlyn and Liedel Spencer
  4. Making productive use of exemplars: Peer discussion and teacher guidance for positive transfer of strategies. Jessica To and David Carless.
  5. From copying to learning: using exemplars to engage students with assessment criteria and feedback (2009) Karen Handley & Lindsay Williams 
  6. Feed-forward assessment, exemplars and peer marking: evidence of efficacy. Kerry Wimshurst & Matthew Manning (2012)
  7. From copying to learning: using exemplars to engage students with assessment criteria and feedback (2009) Karen Handley & Lindsay Williams
  8. Implementing standards-based assessment effectively: incorporating discussion of exemplars into classroom teaching. (2012) Graham D. Hendry , Susan Armstrong & Nikki Bromberger.
  9. Mind the gap! Students’ use of exemplars and detailed rubrics as formative assessment. (2014) Anastasiya A. Lipnevich, Leigh N. McCallen, Katharine Pace Miles, Jeffrey K. Smith
  10. Providing Exemplars in the Learning Environment: the Case for and against. (2013) David Newlyn
  11. Students use of exemplars to support academic writing in higher education: An integrative review (2018) Rebekah Cartera,, Yenna Salamonsonb , Lucie M. Ramjanc , Elizabeth Halcombd
  12. The Use of Exemplars and Formative Feedback when Using Student Derived Marking Criteria in Peer and Self-assessment (2002) Paul Orsmond , Stephen Merry & Kevin Reiling

Journal articles

  1. Intuition in Nursing Practice: Sharing Graduate Students’ Exemplars with Undergraduate Students. Beck, Cheryl Tatano. Journal of Nursing Education, 1998, Vol.37(4), p.169-72
  2. Constructive Guidance and Feedback for Learning: The Usefulness of Exemplars, Marking Sheets and Different Types of Feedback in a First Year Law Susan, Hendry, Graham D. ; Bromberger, Nikki ; Armstrong, Susan Assessment & Evaluation in Higher Education, 2011, Vol.36(1), p.1-11
  3. Empowering Learning: Using Student Exemplars in Teaching. Ho, Kong. Teaching Artist Journal, 2015, Vol.13(4), p.193-203
  4. Helping students understand the standards of work expected in an essay: using exemplars in mathematics pre-service education classes. Hendry, Graham D. ; Anderson, Judy. Assessment & Evaluation in Higher Education, 01 September 2013, Vol.38(6), p.754-768
  5. No longer exempt from good practice: using exemplars to close the feedback gap for exams Scoles, Jenny ; Huxham, Mark ; Mcarthur, Jan. Assessment & Evaluation in Higher Education, 01 September 2013, Vol.38(6), p.631-645

VIDEO: Moodle site health check @LSBU


Recording of today’s webinar:

Del training @LSBU Business School


Business photo

Slides form today’s session:

Lots of great ideas for future sessions too:




What’s new in Moodle @LSBU


VIDEO: Getting Moodle ready for next semester @LSBU


ABC Design at @LSBU

This is blog post I should have published ages ago…I intended to up date it but never got round to it,  so it’s a bit underdeveloped. Myself and Isobel Bowditch ran an ABC Design workshop for all staff in the School of Law and Social Science here at lSBU. Originally developed at UCL they have provided  a variety of great resources (with a Creative Commons licence).


Session outline

On your table you should l find a set of resources:
blue and red pen, module info and graph sheet, learning activity cards, storyboard sheet, dots/stars , blue tack and action plan

1. Module info and graphs sheet activity (15 mins)
Describe your module: tweet size description of your module
Module shape (Learning types activities graph): distribution of learning types.
Blend: (blended graph)

2. Storyboard part 1 (20 mins)
Storyboard – learning types sequences and activities
existing module design
Add/change any learning types to what you want

3. Storyboard part 2 (20 mins)
Digital: Flip activity cards over and suggest digital alternatives to ‘traditional’ methods.
Assessment: identify formative and summative activities using stars/dots
Finalise: stick all elements down with blue tack.

4. Break/ Circulate (10 mins)
Have a look at other storyboards.
How different are they from yours?
Are there any ideas you’d like to adopt?

5. Module info and graph sheet (15mins)
Review original graph– what has changed? Why?

6. Action plan (20mins)
what next for team?

Evaluation of ABC Design Workshop – 20.6.18

At the end of the workshop we asked participants to answer 4 questions about the session. We had 30 completed evaluation sheets. I have selected some of the comments and provided a brief summary of the responses for each question.

Q1. Which aspects of the workshop did you find particularly useful?

‘Opportunity to reflect and share’, ‘Stimulated discussion with colleagues on all modules’, ‘Opportunity to reflect on module delivery and share experiences’, ‘I found the cards very helpful and offered lots of interesting new suggestions for how I can deliver modules I the future’, ‘Time to plan with colleagues’., ‘A chance to talk about teaching with our colleagues’.

Summary: Overall what everyone appreciated was an opportunity to reflect on the modules that they teach on. They felt that the ABC Design tasks gave them the time and space to talk about the planning of their modules and their students learning activities.

Q2. Where there any aspects of the workshop that you did not find helpful or that we should change?

‘It was not very advanced and some academics are already doing these’, ‘Found it a bit long and low level’, ‘More specific focus on the needs of experienced teachers (Perhaps a bit low level for some staff?), ‘The structure/model did not work for us. The artificial divide into 6 ‘learning activities’ did not help us’., ‘It assumed that we were not already doing blended learning. No reflection on problems using DEL – not all DEL is good.’

Summary: Some of participants thought the session was not ‘advanced’ enough and that there should have been more discussion about the critical aspects of using DEL.

Q3. Is there anything we could include in a future workshop that was not covered in the session?

‘Pedagogy of blended learning – research to support this approach?’, ‘More on specific digital technology methods’ , ‘What and how can technology achieve desired outcomes’, ‘More innovative techniques’, ‘Needed to know how you put the techniques into moodle. How you actually use these techniques in practice’, ‘Input from student voice would enrich a future session’, ‘Digital tools that students actually might use’, ‘More examples of successful digital resources’, ‘Universal design for learning’.

Summary: The overwhelming response to this question was that lecturers wanted more input on how to use the different types of learning technologies that are available to them.

Q4. Do you have any recommendations for other Academic Development Workshops that would be helpful to you and your colleagues?

‘Programme development model’, ‘Assessment and feedback’ , ‘Need to see some student feedback on these techniques to see what they actually feel is useful rather than us just assuming all digital learning is good and useful’, ‘Perspectives on the student experience’, ‘The main focus for LSBU needs to be how to get students to engage with considerably more academic literature in the modules in general and in their assignments in particular – virtually everything needs to be geared towards that as at present that is a pressing issue’, ‘Making Moodle work better for us’, ‘More practiced engagement with teaching tools’, ‘Moodle quizzes, Nearpod, Padlet etc’, ‘More attendance to tackling attendance and, above all, engagement where there are large numbers’.

Summary: It’s hard to summarise this section as there were so many different responses. But one theme that emerged again was an interest in the digital tools that could help lecturers in their teaching and learning activities.