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Assessment Forum
Blackboard Tools –
Assessment & Feedback
Samantha Haley 
Teaching and Technology Innovation
Faculty of Arts and Social Sciences
Reasons to reconsider assessment design
1. Strategy 5: Transform the learning experience
Initiative 1: 
q Develop interactive and collaborative learning designs that 
foster excellence and innovation, including use of pre-
readings, pre-recorded videos and brief, ideally automated, 
diagnostic assessment of understanding of core concepts 
and themes.
q Design experiences that promote learning at multiple 
levels, and will ensure coordination by aligning activities and 
assessment. 
2
The University of Sydney. (2016). 2016-2020 Strategic Plan. Sydney, Australia: The University of Sydney 
Assessment ‘of’ or ‘for’ learning
› Assessment of learning is about making 
judgements of the quality of students’ work or 
performance (Knight, 2006)
› Assessment for learning is about helping students 
to learn and succeed through assessment tasks 
(Sambell, McDowell & Montgomery, 2013)
3
Hendry, G. (2015). Assessment Design Workshop (Powerpoint slides).  
Formative vs Summative Feedback
› Assessment is important for its: 
› formative function, providing feedback to students 
and staff on progress in learning, as well as its 
› summative function, providing certified evidence of 
the level of learning attained
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Strategic Initiative: Second education discussion paper 
q Reduce the volume of summative assessment
q Increase the use of formative assessment (and feedback)
q Increase the use of authentic assessment
q Endeavour to enable integrated assessment across multiple 
units of study
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https://intranet.sydney.edu.au/strategy-planning/strategy/consultation-themes/education.html
Blackboard Tools for assessment
› Blogs
qA shared online diary 
qChronological order
qVisible to the group / 
class
qIdeal for group 
discussions
qLess structured that 
Discussion Boards
qCan be graded
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Journals / Blogs / Discussion Board
Journals, blogs and discussion boards are used for short assessment tasks or 
reflection
› Journals
qPersonal writing 
space for self-
reflection
qOnly visible to 
student and instructor
qIdeal for individual 
reflection
qCan be graded
› Discussion Boards
qOnline discussions 
organised 
hierarchically with 
forums, threads and 
replies
qVisible to students 
and instructor
qIdeal for group 
discussions
qCan be graded
Quicktip Guides
https://intranet.sydney.edu.au/arts/teaching-support/manage-your-units-of-study/your-blackboard-lms-sites/user-guides-for-blackboard.html
Example of a class journal
7
INMS3602 Indonesian 3B Weekly Journal - 2016. 
Example of a class journal
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INMS3602 Indonesian 3B Weekly Journal - 2016. 
› Online quizzes can be input directly into Blackboard or 
bulk-uploaded via Respondus.
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Blackboard Tools for assessment
Online Quizzes
• Online quizzes can be in multiple styles and are excellent to encourage pre-class 
reading or to confirm understanding of previously introduced material.
• Automatic marking > decreased instructor time > timely (instant) student feedback
q MCQ
q True / False
q Matching
q Ordering
q Numeric
q Quiz Bowl
q Fill in the Blank
q Fill in Multiple Blanks                                                         
q Multiple Answers
q Calculated
q Jumbled Sentence
q Either / Or
Blackboard Question Types Explained
https://elearning.sydney.edu.au/bbcswebdav/pid-2570629-dt-content-rid-13441168_1/orgs/2014_ARTS_SLC_Pedagogy_ec/Question%20type.pdf
Respondus Templates
› Respondus Templates
› https://elearning.sydney.edu.au/webapps/blackboard/content/listContentEditable.jsp?content_id=_2489083_1&course_id=_50349_1
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Respondus
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Respondus
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Audio / Video Tools
› Voice Board
q threaded voice-based discussion board. 
q requires the use of java
qShould make the posts private so it becomes a ‘discussion’ between the student 
and teacher
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14
McIntyre, S. (2010) COFAonline UNSW. Using audio feedback in your teaching - Case study. Retrieved from 
https://www.youtube.com/watch?v=s0d-fzUmZ28
https://www.youtube.com/watch?v=s0d-fzUmZ28
Audio / Video Tools
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› Kaltura Media
qVideo can be taken with mobile phone
q upload video into ‘My Media’   (in ‘My Units of Study’)  
qvideo remains private until you publish it to a UoS Unit BB site
Kaltura Media
http://sydney.edu.au/elearning/staff/help/kaltura.shtml
› Video Assignments - Jacqueline Bond - University of Queensland
› https://www.youtube.com/watch?v=BH1M6YYKiFM
› https://elearning.sydney.edu.au/webapps/blackboard/content/listContentEditable.jsp?content_id=_3573274_1&course_id=_59768_1&mode=reset
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q Example 1: Flipped Classrooms
i. Pre-lesson introductory video
ii. Online MCQ quiz which must be completed prior to class
q Example 2: Pre-Lesson Video > Readings > Journal
i. Have students watch a segment of video prior to class with an 
open ending
ii. Provide readings to assist with the process of deduction
iii. Have the students suggest the video ending in their journal
iv. Share some responses with the class for discussion
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Using a combination of BB tools can improve student engagement.
Effective Assessment
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Task 1 T1 skills + extension
T2 + 
extension
Instructor 
Feedback
Specific Critique + Positive reinforcement =
Improved student motivation & self-efficacy
Benefits of communicative activities & audio feedback
through voice board or kaltura media
Instructor 
feedback
Self 
Review
Self 
Review
Bloom’s revised taxonomy of learning outcomes
Create
Evaluate
Analyse
Apply
Understand
Remember
Source: Krathwohl, D. R. (2002). A revision of Bloom’s taxonomy: An overview. Theory into Practice, 41(4), 212-218. Retrieved from:
Hendry, G. (2015). Assessment Design Workshop (Powerpoint Slides).
Bloom’s revised taxonomy
with matched sample verbs, learning outcomes and assessment tasks
Taxonomy1 Example Active Verbs2345
Example Unit of Study
Learning Outcomes Example Assessment Tasks
Create
Putting elements together to form a novel, 
coherent whole or make an original product
Create, generate, plan, produce, invent, 
imagine, frame, fabricate, develop, design, 
devise, initiate, craft, build, construct, set up, 
compose, write, argue, teach, theorise
Argue for reform of selected areas of criminal 
procedure.
Design new products according to the 
conditions of minimal environmental cost.
Model or product, editorial, portfolio, 
performance test, presentation, poster, project, 
design plan, business plan, treatment plan, 
exhibition, simulation, game, website, audio 
and/or video-taped interview, video, position 
paper, conference paper, letter to the editor, 
letter to client, reflective journal, report
Evaluate
Making judgments based on criteria and 
standards
Evaluate, check, critique, value, appraise, 
assess, judge, rank, rate, gauge, estimate, 
approximate, calculate, compute, quantify, 
determine, ascertain, weigh, measure, review, 
justify, predict, decide
Assess the resources needed for an interactive 
digital media project.
Evaluate different theoretical approaches in 
the study of personality.
Essay, report, letter of advice, presentation, 
briefing paper, article or book review, 
literature review, article for foreign newspaper 
or magazine, reflective journal, written exam†
Analyse
Breaking material into its constituent parts and 
detecting how the parts relate to one another 
and to an overall structure or purpose
Analyse, differentiate, organise, attribute, 
separate, dissect, examine, investigate, study, 
critique, estimate, test, diagnose, explore, 
consider, distinguish, compare, contrast
Analyse risk management strategies for 
investment decisions.
Examine regional identities within the Sydney 
basin from 1788 to the present.
Essay, literature review, problem scenario 
analysis, group work report, work-based 
problem analysis, critical incident analysis, 
committee inquiry report, case study report, 
reflective journal, written exam†
Apply
Carrying out or using a procedure in a given 
situation
Apply, perform, execute, implement, use, 
utilise, employ, operate, exercise, practise, 
solve, carry out, verify, conduct
Apply ethical frameworks associated with the 
provision of holistic nursing care.
Carry out the basic experimental procedures 
of DNA cloning.
Performance test, direct observation, clinical 
assessment, mini practical, employer’s report, 
case study report, lab or field report, 
illustrated manual, simulated interview, audio 
and/or video-taped interview, video, debate, 
role play, moot trial, viva, written exam†
Understand
Determining the meaning of instructional 
messages, including oral, written, and graphic 
communication
Interpret, exemplify, classify, summarise, infer, 
compare, explain, perceive, discern, deduce, 
relate, conclude, describe, define, outline, 
discuss, illustrate
Explain how strategic cost management can be 
used in the creation of competitive advantage.
Describe the ways in which gene expression is 
regulated in both prokaryotes and eukaryotes.
Essay, report, presentation, poster, project, 
annotated bibliography, glossary, 
encyclopaedia entry, written exam†, multiple-
choice questions
Remember
Retrieving relevant knowledge from memory
Recognise, recall, memorise, list, name, recite, 
identify, label, select, state, organise
Identify the major organs of the immune 
system.
Recognise architectural technical drafting 
symbols.
Multiple-choice exam, true-false questions, 
short answer questions, matching task
† May include short answer and essay type questions.
1 Source: Krathwohl, D. R. (2002). A revision of Bloom’s taxonomy: An overview. Theory into Practice, 41(4), 212-218.
2 Ibid.
3 Urdang, L. (1991). The Oxford thesaurus. Oxford: Clarendon Press.
4 (n.d.). Roget’s II: The new thesaurus. Third Edition. Retrieved 4 May, 2008, from Thesaurus.com website: http://thesaurus.reference.com/browse/apply
5 Microsoft® Office Word 2003 thesaurus. 
Retrieved from: Hendry, G. (2015). Assessment Design Workshop (Powerpoint slides).
http://www.itl.usyd.edu.au/assessmentresources/pdf/link6.pdf
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Feedback
http://www.itl.usyd.edu.au/programs/teaching_insights/pdf/insight4_feedback.pdf
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Giving Feedback Guidelines
References
› Hendry, G. (2015). Assessment Design Workshop (Powerpoint Slides). The University of Sydney.
› Knight, P. (2006). The local practices of assessment. Assessment & Evaluation in Higher Education, 31(4), 
435-452.
› Krathwohl, D. R. (2002). A revision of Bloom’s taxonomy: An overview. Theory into Practice, 41(4), 212-
218.
› Sambell, K., McDowell, L., & Montgomery, C. (2013). Assessment for learning in higher education. Milton 
Park, Abingdon: Routledge.
› University of Sydney. (2015). Strategic Planning for 2016-2020. Discussion Paper no. 3. The University of 
Sydney. Retrieved March, 2016 from:  
https://intranet.sydney.edu.au/content/dam/intranet/documents/news-initiatives/strategy/Strategy-
Discussion-Paper-Education-2.pdf
› University of Sydney (2016). How to make your feedback work in three easy steps. The University of 
Sydney. Retrieved March, 2016 from: http://www.itl.usyd.edu.au/assessmentresources/pdf/link6.pdf
› University of Sydney (2016). Teaching Insights 4 – Giving Feedback. The University of Sydney. Retrieved 
March, 2016 from: http://www.itl.usyd.edu.au/programs/teaching_insights/pdf/insight4_feedback.pdf
› University of Sydney. (2016). 2016-2020 Strategic Plan. Sydney, Australia: The University of 
Sydney. p. 38. Retrieved September, 2016 from:  
http://sydney.edu.au/dam/intranet/documents/strategy-and-planning/strategic-plan-2016-20.pdf