Case Context

A central theme of the University's Learning, Teaching and Assessment Strategy (2006-2010) is to enhance the students' learning experience, making assessment activities, support and feedback a powerful integrated feature of learning. This will be achieved by providing timely and effective feedback and encouraging students to recognise and reflect on all forms of feedback to enhance their ongoing learner development.

This research project builds on firm foundations within Sheffield Hallam University with regard to assessment and e-learning innovations. The University has a strong track record in researching into the impact of learning technologies and placing the student voice at the heart of future developments (Thorpe & Lyons, 2008; Aspden et al., 2003). This approach was recognised and commended in the University's recent participation in the HEA/JISC e-learning benchmarking exercise.

Since 2001, there has been rapid uptake in the use of e-learning at Sheffield Hallam University, driven by a combination of academic ownership and enthusiasm, and the growing demand and expectations of students. The use of e-learning is characterised as a mainstream feature of the student experience, with approximately 96% of students enrolled on at least one Blackboard site and 75% of modules supported (2008/09).

The Assessment for Learning Initiative was established at Sheffield Hallam University in 2006 in response to comments in the National Student Survey on the timeliness and usefulness of feedback and with the aim of actively transforming and promoting assessment practices that are learner-focussed. A close collaboration between the University's Assessment for Learning Initiative and e-learning development team has focused upon developing a deeper understanding of the appropriate use of learning technologies to support efficient and effective assessment and feedback strategies. From the outset a key focus has been to promote the role of technology not just in improving the efficiency of assessment practice, but also in encouraging student engagement with feedback.

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