An example of this approach, plus: pros and cons; requirements; resistance to academic misconduct and suggestions for making this approach more robust.


The simplest way of introducing writing online to your students. Suitable for large or small projects, as webpages or a traditional calendar-entry driven blog. Can incorporate reflections if it is around a larger project. 


  • Authentic, engages student in writing online
  • Familiar format to many students
  • Students can complete their blog in stages over time. You can see how your students’ work develops over time. This reduces the likelihood of misconduct;
  • Can have a professional focus to heighten authenticity;
  • Encourages students to work in small steps, allowing them time to think and reflect on their ideas;
  • Other resources can be embedded in blogs  and peer’s/readers' comments can be incorporated;
  • You can assess ability to blog (ongoing) or indicate that it will be assessed at a specific point in time.


  • Some students may not be familiar with writing blogs so for them the technical challenge is added to the work needed;
  • students may need help balancing the blog format with necessary academic conventions (eg citations and mode of expression)
  • Will the blog be public or viewable only by you and the student?
  • How long will students be expected to use the blog?
  • Is any specialist training needed in order for the students to be able to use the platform?


A blog platform. UoE provides one and this is preferred, though external free sites are not off-limits

University of Edinburgh - academic blogging service

Resistance to academic misconduct – 2/5

Medium, but dependent on task.

In some modes, similar to open-book assessments of any type.

Making it more robust

  • As with other assessments, covering learning outcomes in different ways and having same assessor take views across them is helpful.
  • Include some live oral assessment (presentations, viva-type)