Formative feedback and assessment in Education

Kymberley Barbary (2018), Lecturer, Education, La Trobe University

A presentation from the "Designing Assessment with PebblePad" day at La Trobe University, 19 July 2018

Using auto submitted workbooks for goal setting prior to commencing professional placement, preservice teachers are provided with personalised feedback via screen captures (using Snag It), allowing them time to reflect and rework their goals based on formative feedback before commencing their placement. This scaffolded process has provided students with an opportunity to focus on their own learning, resulting in rich reflections on well-developed SMART goals.

Note: Click on image to open Portfolio page from which the video can be played

Capturing teaching experience - student presentation from Canterbury Christ Church University (2017)

Students studying in the Postgraduate Certificate in Education (PGCE) at CCCU have been using PebblePad to capture teaching experiences during their Enhanced Studies to the Curriculum module. The experiences captured include student placements to schools in Ghana, Bangkok, Spain, and various places around Great Britain.  The examples offered on this page demonstrate reflection through individual learning journeys and the potential for technology to support this.


The examples have been generously shared to our Community for non-commercial educational purposes. For further details, contact Geoff Rebbeck, Lecturer PGCE,

Student presentation: Personalised Learning Spaces

In this video PGCE student Sarah Tutton leads a presentation with her student colleagues to PGCE Curriculum Tutors at CCCU.  They present the student perspective on how technology can be used in their learning as a means of informing their future teaching practice.  Many of the portfolios and other assets linked in the Collection below are shown and discussed.  Students not present in the room participate via WhatsApp.

Collection of student assets

Linked below is a collection of workbooks, reflections and captured experiences such as lesson snapshots.  The students have given permission for these to be made available to the PebblePad Community despite containing some very heartfelt, personal reflections.  We are extremely grateful to the students for sharing their work with us so that we can learn from it.

Teacher Education on the PGCE Secondary and Primary course with PebblePad

James Shea (2015), University of Bedfordshire

Take-away messages:

-  PebblePad webfolio is the central point of all collaboration and interaction, whether that be peers, tutors or mentors in practice. 

- Timely summative and formative feedback is based on key intervention points and are placed in tutors calender 

- Course administrators set-up and manage placement logistics. The set up wizard helps because often the student will move placement, potentially at the very last minute.

James Shea, Senior Lecturer in English and Education, University of Bedfordshire

Education Studies unit - Children and Young People in the Digital Age

Bethan Michael (2015), University of Bedfordshire

Take-away messages:

- Students access PebblePad using the Blackboard Building Block, this seamless process directs learners to the activities they need to undertake.

- Students are given very little training in how to use PebblePad instead workshops are used where peers are buddied with more confident individuals and staff are on hand to assist. 

- The use of PebblePad has evolved over the last 4-years and has become much more integral within the unit.

Bethan Michael, Lecturer in Education Studies, University of Bedfordshire