Two case studies from the University of Strathclyde describe how online assessments and activities replaced some traditional in-person lectures and tutorials. In a French class, online homework, tests, and diagnostic assessments took the place of 50% of tutorials, improving attendance, progression rates, and exam results. In a psychology class, online collaborative group tasks replaced half of lectures, increasing formative feedback and engagement while improving exam scores and failure rates. Both cases highlight how technology can efficiently deliver course content while enhancing learning outcomes.

1. Assessment design should: "empower" Engage students actively in identifying or formulating criteria

2. Facilitate opportunities for self-assessment and reflection

3. Deliver feedback that helps students self-correct

4. Provide opportunities for feedback dialogue (peer and tutor-student)

5. Encourage positive motivational beliefs and self-esteem

6. Provide opportunities to apply what is learned in new tasks

7. Yield information that teachers can use to help shape teaching "engage"Capture sufficient study time and effort in and out of class

8. Distribute students’ effort evenly across topics and weeks.

9. Engage students in deep not just shallow learning activity

10. Communicates clear and high expectations to students. Adapted from Nicol and Macfarlane-Dick (2006) and Gibbs and Simpson (2004)

11. it is important that students understand that feedback is an evaluation, not of the person but of the performance in context

12. Use of Online Quizzes and Homework - LanguagesStrathclyde Unihttp://www.reap.ac.ukMichele Dickson - 2007

13. Department: Department of Modern Languages Class/Course: French 1A Students: 200

14. BeforeSUPPORTRESOURCESTASKsLecture2 Group Tutorialsa week2 Group Tutorialsa week2 Group Tutorialsa week2 Group Tutorialsa week2 Group Tutorialsa week2 Group Tutorialsa weekTutor supportOral and Written Exams

15. ISSUESlimiting the amount of traditionally marked assessments while giving students more flexibility and greater control over their work.established clearer links between course content and all forms of assessmentincreased the range of assessments while lightening the amount of traditionally marked tasks.

16. Technology: Online homework and tests supported by VLE, electronic voting system (EVS) Assessment Activities: Diagnostic tests of student knowledge at start of year to inform teaching.Formative feedback from regular online testing and EVS classroom use. Efficiencies: Effective delivery of course made possible despite significant cuts in funding and staffing. Tutorials reduced by 50% and replaced with online tasks. Listening classes reduced from 360 to 160 hours. Saving of 200 staff hours. Learning Gains: Failure rate in final exam reduced from 24% to 4.6% compared with 2005/06 diet. Attendance has ‘markedly’ improved. progression rate from 1st year to 2nd year which has gone up from 71.7% in 2004-5 to 78% in 2006-7.