Blogging for assessment


A former MA Higher Education student talks about his experience of blogging as part of module assessment.  He talks about his initial fears, how he overcame them and how much he benefited from this experience.

Blogging offers a way for students to have ‘learning conversations’ with one another, allowing them to present their ideas and assumptions for questioning and discussion by peers, thus gaining the opportunity to construct defend, refine and reconstruct their knowledge.

The following grading criteria (to achieve a pass) give an idea of what the module team were looking for when the students were blogging:

A blog graded at Pass (50-59%) would meet the criteria in the following way:

  • Reflection: postings demonstrate sustained reflection on course activities and resources and their application to the participant’s professional practice.
  • Regularity: blog postings are frequent enough to demonstrate sustained engagement with course activities and resources. Critical learning incidents are recorded and reflected upon as the participant progresses through the course.
  • Knowledge and understanding: the blog demonstrates an understanding of the technologies and theories introduced through the course and links are made to the participant’s own practice. Blog postings demonstrate critical awareness of the strengths and weaknesses of the technologies and pedagogic approaches introduced through the course.
  • Peer learning: blog acknowledges posts or comments made by peers made in in discussion fora and blogs.
  • Writing style: The blog demonstrates the participant’s personal learning journey in a vivid, accessible way.

A more detailed matrix of these assessment criteria, giving other grading bands, can be found here.

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