Assessment and Feedback in Moodle
Who is this for? staff who are responsible for: setting up, grading and giving feedback on assignments; creating and processing quizzes.

Moodle roles required: Marking of assignments can be carried out by non-editing teachers but for the most part you will need to have Teacher (Editor) access. See Match Moodle Roles to functions.

All aspects of the assignment, grading and feedback process are covered in this section. Use the navigation on the right to access the guides.

If you are new to the Moodle assignment process, start with the two main guides: Create an Assignment for individual student submissions  and Provide Grades and Feedback on individual assignment submissions to get an overview of all processes and options.

There is also guidance on how to Add a Quiz using new or existing questions from the Question Bank and the processing of results using MCQ Breakdown and the Moodle Gradebook.



Good practice assessment and feedback guidelines

Academic staff who are planning to conduct summative assessment online (via Moodle or otherwise), should contact LTI at the earliest opportunity.

The following are broad guidelines to follow.

  1. Inform LTI of your e-assessment, to ensure your approach and planning is appropriate.
  2. Ensure that your e-assessment falls within working hours (maintenance always takes place outside of normal hours). Moreover, support is available within working hours.
  3. Email Veronique Mizgailo, Business Continuity Manager at Business Continuity of your e-assessment dates, to ensure your e-assessment dates are added to the Business Criticality Calendar.
  4. For online assessment and take home assessment:
    – consult Assessment conditions of the LSE Assessment Toolkit
    – offer an ‘online practice test’ so that students can familiarise themselves with the platform to be used.
    – develop a contingency plan for unexpected problems.
    – consider if you would like to have a point of contact during the e-assessment for students to contact.
  5. For invigilated on-campus e-assessment contact Linda Taylor, Timetables Manager in the first instance, as the infrastructure available is limited and there might be time consuming issues to be addressed before the e-assessment is possible.
  6. Ensure that you have made the necessary arrangements for students with disabilities, contact Disability and Wellbeing Service.

If you have any questions or would like a detailed discussion, please don’t hesitate to contact us on lti.support@lse.ac.uk

Formative and summative assessment should be in alignment with learning outcomes. Feedback is key to student development. Diagnostic assessment may also be introduced.

Programme teams should look at assessment at programme level, where task workload, assessment diversity and equality along with programme learning outcomes could be holistically managed.

Ensure that assessment tasks are aligned with the assessment criteria and measure student attainment of the intended learning objectives.

Assessment tasks and processes should not disadvantage any group or individual students, while academic standards are maintained.


General advice on alternative forms of assessment

What is audio feedback?
Audio feedback is recorded, spoken feedback on student submissions, in place of or complementing traditional written feedback.

Why would I use it in teaching?
There has been a great deal of research in recent years into the use of audio feedback in higher education. Almost all of these studies found that the majority of students prefer audio feedback over written. Amongst the reasons given are that:

  • Audio feedback means “more feedback”. A teacher can say a lot more in 5 minutes than they could write.
  • Audio feedback means “clearer feedback”. More detail means less ambiguity, and speech can communicate meaning beyond the words; vocal emphasis and variations of pace can focus attention on the most important or complicated aspects.
  • Audio feedback feels “more personal” than written. The teacher’s voice can convey their interest and engagement in the student’s work, and can
    allow the tutor to deliver negative or critical feedback more tactfully.

The use of audio feedback is growing across UK HE, and it is now being used as part of the LSE100 course. One reason is that new technologies are making it much easier for teachers to record and distribute feedback, as we will see below.

How can I use audio feedback at LSE?

An audio feedback tool is now integrated into Moodle, making the process of recording and distributing feedback seamless for the teacher. When grading an student’s assignment, click the [speaker] button in the feedback editor to open the audio recorder. All you need is a headset or microphone and you can start using audio feedback today.

If you are planning to offer student feedback in non-traditional ways (i.e. not written), please take into consideration the following advice that was developed by LTI in collaboration with Dan Bennett, Data Protection Officer and Jethro Perkins, Information Security Manager.

  1. Confidentiality, privacy and data protection:

In cases where data are stored on an LSE supported service (i.e. Moodle) there is no immediate concern/action to be taken. In those cases, follow your Department’s feedback guidelines.

If using a non-LSE hosted service:

  • Anonymity – it is paramount that any audio or video feedback file, including its name, ensures anonymity. Make sure no student name/student ID or any other element that may lead to identifying a student is shown.
    For video feedback where the student submission will be captured (e.g. annotating a submitted file): You should advise students not to include their ID, their name and/or any identifying information anywhere within their submission apart from the cover page, and ensure that the cover page is not captured.
  • File naming – When naming audio or video files avoid using names that may reveal the student’s identity (i.e. avoid using the student’s name or ID etc.).
  • Be aware that any file you post on and shared with a third party service (e.g. You Tube) may be shared by them with anyone else, potentially including the entire Internet.
  • Ensure you understand how the access permissions system works and only enable access to the appropriate person or people.
  1. Storage/availability of the service

In cases where data are stored on an LSE supported service (i.e. Moodle) there is no immediate concern/action to be taken.

If using a non-LSE hosted service:

  1. Evidence/record keeping

Make sure you keep a copy/archive of the audio or video feedback files based on the regulations of your Department for archiving feedback for formative and/or summative assessment. Maintaining a copy is also important in the case that an audio or video file gets altered, edited and distributed in a way that could be detrimental to yourself or the School.

Further advice in creating audio or video feedback

Teachers should also consider the following advice when creating audio or video feedback.

  1. Maintain a professional tone when you are talking about an individual.
  2. Be objective. Don’t make any frivolous, defamatory or abusive comments, even if not about the individual in question.
  3. Listen to any recording or watch any video file before you submit or send. Listen/Watch it from the recipient’s point of view and consider whether anything can be misinterpreted or taken out of context.

If you have further concerns that are not covered above and/or any questions please do not hesitate to contact LTI on lti.support@lse.ac.uk, who will follow up any enquiries.