Hybrid learning meets assessment for learning: Facing the misconceptions

Abstract

This paper provides a case study of an institutional approach to assessment for learning and the role hybrid learning plays in the process. The paper reports on the successful implementation of assessment for learning at the University of Glamorgan, highlighting the importance of understanding the pedagogical underpinning of assessment for learning before being lured into the "wonders" of e-assessment in a hybrid learning context. A set of common misconceptions and illusions about the way e-assessment is seen as helping achieve assessment for learning is presented. An institutional wide project that has helped address these misconceptions and illusions is discussed, and by sharing this case study we hope to generate new thinking on the role of hybrid learning in developing not only assessment for learning but other learning and teaching strategies. © 2011 Springer-Verlag.