Neumann, T; (2017) Blogging for Summative Assessment in Postgraduate Education. In: Havemann, L and Sherman, S, (eds.) Assessment, Feedback and Technology: Contexts and Case Studies in Bloomsbury. (pp. 41-43). Bloomsbury Learning Environment: London, UK.

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Abstract

Blogging is widely regarded as a useful tool for reflection, articulation of ideas, and learning from peers - activities that support the formation of knowledge. Hence, blogging is often used in the formative stage of a module: Entries normally address curriculum topics for a particular week, so peer or tutor feedback works best with quick response times, before the curriculum journey moves on to new topics. Such a body of writing of course only develops with regular and consistent engagement. While engagement can be enforced by making a blogging activity mandatory, students would be better motivated if they had a more tangible return to their efforts. High quality formative feedback would provide such return, but at the cost of a high tutor workload. Embedding the blogging activity into the summative module assessment would provide an alternative motivation without overloading tutors.

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