Technology enhanced assessment

Good assessment practice is the same no matter what the delivery mode.

Blended learning allows us to draw on a broader range of assessment types, than traditional formats do alone. Although blended learning by definition can include a range of traditional approaches, the focus of this page is on using technology in assessment.

The affordances of technology create new opportunities for assessment in blended learning environments. New technology and approaches should only be used where they will lead to equivalent or improved student experience or attainment of outcomes.

“Practitioners with a clear understanding of the principles underpinning good assessment and feedback practice are demonstrating the value of integrating a wide range of technologies into their practice, enabling learners to experience more varied and appropriate assessment and feedback strategies at all stages of their learning programmes.” (JISC, 2010, p.7).

Assessment design process

A key consideration when choosing an assessment strategy is its alignment with the learning outcomes.

It's what the students 'do' that is important to the learning experience. You need to first decide what it is you want students to do and experience, and then after that choose an appropriate technology.

Flow diagram, learning outcomes, assessment task design, technology choice

Assessment task design

Nightingale et al (1996) created a list of categories of Learning Outcomes, and assessment methods that are suited to them. The following list has been adapted and enhanced from these.

Thinking critically and reflectively

Developing arguments, reflecting, evaluating, assessing, judging.

Link to ACU graduate attributes:

  • apply ethical perspectives in informed decision making
  • think critically and reflectively

Common forms of assessment:

  • Essay
  • Report
  • Journal
  • Present a case for an interest group
  • Write a newspaper article for a foreign newspaper
  • Comment on an article's theoretical perspective

Solving problems and making decisions

Identifying problems, posing problems, defining problems, analysing data, reviewing, designing experiments, planning, applying information.

Link to ACU graduate attributes:

  • apply ethical perspectives in informed decision making
  • solve problems in a variety of settings taking local and international perspectives into account
  • locate, organise, analyse, synthesise and evaluate information

Common forms of assessment:

  • Problem scenario
  • Group Work
  • Work-based problem
  • Prepare a committee of enquiry report
  • Draft a research bid to a realistic brief
  • Analyse a case

Demonstrate knowledge or understanding

Recalling, describing, reporting, recounting, recognising, identifying, relating & interrelating.

Link to ACU graduate attributes:

  • demonstrate values, knowledge, skills and attitudes appropriate to the discipline and/or profession
  • work both autonomously and collaboratively

Common forms of assessment:

  • Written examination
  • Essay
  • Report
  • Write an answer to a client's question
  • Short answer questions
  • Multiple Choice Questions, quiz

Creating products (new or redesigned works), performing procedures and demonstrating techniques

Imagining, visualising, designing, producing, creating, innovating, performing.

Computation, taking readings, using equipment, following laboratory procedures, following protocols, carrying out instructions

Link to ACU graduate attributes:

  • demonstrate effective communication in oral and written English language and visual media

Common forms of assessment:

  • Portfolio/ePortfolio
  • Performance
  • Presentation/webconference
  • Demonstration
  • Role Play
  • Make a video, pod cast
  • Produce a poster
  • Lab report/virtual lab report
  • Observation of real or simulated professional practice

Communicate with individuals or groups

One and two-way communication; communication within a group, verbal, written and non-verbal communication. Arguing, describing, advocating, interviewing, negotiating, presenting; using specific written forms.

Link to ACU graduate attributes:

  • demonstrate respect for the dignity of each individual and for human diversity
  • work both autonomously and collaboratively
  • demonstrate effective communication in oral and written English language and visual media
  • utilise information and communication and other relevant technologies effectively.

Common forms of assessment:

  • Written presentation (essay, report, reflective paper, wiki etc.)
  • Oral presentation
  • Group work, peer review
  • Discussion/debate/role play/web conference
  • Participate in a 'Court of Enquiry'
  • Presentation to camera
  • Observation of real or simulated professional practice

Adapted from,

Technology choice

Each technology has its own affordances, some technologies will lend themselves to certain tasks better than others.

Specific technologies can be applied as vehicles for assessing many different learning outcomes. For instance, a blog could be used for tasks involving ‘remembering and understanding’ or ‘creating and evaluating’ . As with traditional approaches to assessment a "tool" can be applied to many contexts and desired outcomes.

There may be occasions when you are inspired by a technology application another colleague or institution uses. The tool they have chosen may not suit your learning outcomes. For instance, you see a great use of quizzes, and think ‘I want to use quizzes’, instead your first question should be ‘what am I trying to assess and how am I going to assess it?’. If it’s “communication and collaboration skills”, then quizzes are unlikely to be a natural fit for your task design.

The following is a list of commonly applied technologies.

Web publishing tools



Supported tools

External tools Links


Porfolios can allow a students to demonstrate development over a period of time. Allows students to include real-world tasks. Can be time-consuming to mark.Mahara

Examples in practice


Good for group collaborationLEO forum Blogger
WikisGood for group collaborationLEO wiki Weebly

Examples in practice


Photo galleries  Flickr,
Google Photos,
Google Open Gallery

Examples in practice

Using Flickr as an online classroom - Case study (COFAOnline, 2010)


Presentation tools



Supported tools

External tools Links

Video recording



Recording: Smartphone, web camera, camera,

Editing: iMovie, Windows Movie Maker

Hosting: Youtube, Vimeo

Examples in practiceUse video self-modeling software to strengthen reading and speaking fluency
Presentation in a web conference Adobe Connect   
Audio recording Hosting:

Recording: Smartphone, computer, microphone

Editing: Audacity, Garage band

Hosting: Soundcloud

Examples in practice

Using a 10 minute radio broadcast as an alternative to an essay

Slide presentation PowerPointPrezi, Slideshare, Google Slides, HaikuDeck, Jing 
Animation  Video scribe, GoAnimate, Voice Thread. 
Diagram Visio, Word, PaintMindmap:, popplet, mindomo, edynco

Flowchart: Lucidchart

Infographic: piktochart

General: Google draw
Poster PowerPoint, Word, PublisherKeynote, PreziExamples in practice
Case study: poster and peer assessment

Academic posters (Melbourne University)
Academic posters (Adelaide University)

Quiz and data tools



Supported tools

External tools Links


Automarking ability lends itself well to large enrolments. The multiple-choice style questions are most suited to assessing basic recall/knowledge. They take time to set up, but then save time with automarking. They can be used to give question-specific feedback, but this is time consuming to create.

LEO Quiz tool


SocrativeWriting Multiple-Choice Questions that Demand Critical Thinking
SurveysCan be used to collect authentic data for students to analyse, or for students to create their own questions.LEO feedback
Survey Monkey
Google forms

Discussion and collaboration tools



Supported tools

External tools Links

Discussion board


LEO forum

  • Edmodo
Group collaborationGroup work encourages collaboration, cooperation and communication. Can be difficult to assess individual input, and can be time-consuming for students.

LEO forum

LEO wiki

  • Asana
  • Trello
  • Google docs
  • Dropbox
  • Kaizena

It can be helpful to encourage students to use 'Group contracts' for group assessments. Template Contract for Online Group Work (University of Calgary 2014).

Group communication Adobe Connect
  • Facebook
  • Skype
  • Google Hangouts
  • WhatsApp
  • GoToMeeting
Role-play and simulation   

ACU academics speak

I like investigating new technology, as teachers in the 21st century, this is a skill/disposition we all have to engage with. We are dealing with 21st century learners. We need to come to grips with that, get onboard and harness that in our own teaching and learning so we can use that to enhance what we are doing.

Professor Romina Jamieson-Proctor - State Head of Education (QLD). To watch Romina's full case study follow the link.

By far most effective way to get best practice spread to have evangelists within the school...who have tried different things, have discovered the benefits first-hand and can preach that message to other colleagues. We’ve had a lot of staff within our school using the rubric and feedback mechanisms within Turnitin. [They] record voice comments, because it saves so much time, and it makes the work of marking assignments so much easier…. That information came along from whispers in the corridors and people talking over their lunch break. So I think having colleagues who have played around with different things is far more effective than...other traditional forms of workshops.

Dr Sebastian Krook - Associate Lecturer in Human Resources and Marketing. To watch Sebastian's full case study follow the link.

Administration, marking, feedback and resources

Select the area you wish to explore.

  • One assessment strategy is using online discussion boards and grading posts and responses. Students need support in knowing what is expected of them, this page provides a series of rubrics for grading online discussions Online discussion rubric.
  • It can be time-consuming to assess online discussions, one strategy is to have students collate their 'top 3 posts' into a Word document and submit these.
  • For an example of online postings being assessed, see the assessment section of the ACU blended learning case study: Professor Clare Johnson.
  • Assessing group work can be challenging, particularly if much of the group work is completed through online mediums. The following resources provided ideas in this area.

    Using technology for giving feedback can increase efficiency and enhanced depth of feedback.


    Turnitin audio comments

    ACU marking and moderation case studies

    There are several policies that can guide you in developing assessments in your units.

    • This guide covers designing effective assessments, designing with technology in mind, the link between assessment and feedback, and included case students of technology-enhanced practice, Effective Assessment in a Digital Age (JISC 2010).
    • This page discusses the benefits, challenges and strategies involved in Selecting Assessment Technologies (UNSW 2016).
    • This page will assist you in considering various technologies, it makes the link between various intended learning outcomes, and useful technologies for achieving them, Selecting Technologies (UNSW 2016).
    • This three-page guide, covers benefits, considerations and ideas for using technologies in assessments, Using technologies to support assessment (Macquarie University). When you click on the link, it will download the guide.
    • This article presents the outcomes of a typological analysis of Web 2.0 learning technologies. A comprehensive review incorporating over two thousand links led to identification of 212 Web 2.0 technologies that were suitable for learning and teaching purposes. A Typology of Web 2.0 Learning Technologies (Bower 2015).
    • Blended learning encourages the use of active learning pedagogies, many of these lend themselves to creating authentic assessments. Active learning pedagogies (The University of Queensland 2016) gives a good introduction. This diagram, gives a quick explanation of the difference between projects and project-based-learning.