Using wikis for summative and formative assessment

Abstract

This case study describes a wiki-based assessment strategy and the underlying “blended learning” process, that have been formulated and implemented in a series of “trials” at University of Hertfordshire Business School (Cubric, 2006; 2007). The main motivation for use of wikis was to gain regular insight into students’ understanding, so to enable more targeted and frequent feedback. The common characteristic of all (four) trials was that they were based on weekly wiki updates by students, that were triggered by tutor-set questions and assessed. The results of the trials have shown that students like the idea of using wikis for learning, particularly if supported by well-defined learning and teaching process.