Tag: Blackboard

What’s new in Blackboard March 2026

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In the March update, we want to draw your attention to the following Blackboard enhancements:

  • Updates to tests:
    • Anonymous grading by question
    • Question title field relocated
    • Partial credit Multiple Choice Questions and Multiple Answer
  • AI Design Assistant Content Editor
  • Graded Discussions
  • Blackboard Assignment file limits

Anonymous Grading by Question in Blackboard Tests

Instructors can now grade anonymous by question in addition to grading anonymously by student.

When grading anonymous test submissions in Question View, the interface replaces the student’s name, avatar, and ID with an anonymous identifier and a blank avatar. All functionality available when grading non‑anonymous submissions by question is also available when grading anonymously. When anonymous grading is enabled, related APIs no longer return identifying information. This applies to the Essay Question.

Question Title field relocated

We moved the Question Title field from the beginning of the question authoring workflow to the bottom, underneath the Question metadata field. Moving this field ensures that titles remain an optional metadata element and reduces cognitive load during question creation.

Image 1: Before this enhancement, the Question Title field was at the top of the question authoring workflow.

Image 2: Now, the Question Title field is at the bottom of the question authoring workflow, underneath the Question Metadata field.

Partial credit limits removed for Multiple Choice and Multiple Answer

We updated the partial credit system for Multiple Choice and Multiple Answer questions to allow instructors to assign credit values without the requirement that all designated values sum to 100%. This change supports more flexible grading strategies and enables instructors to represent varying levels of conceptual understanding without adjusting values to meet a fixed total.

The system now allows instructors to enter any partial credit value for each option within a range of –100% to +100%. Validation continues to warn instructors if total values exceed 100%, but it no longer blocks question setup. Instructors may now also enter positive credit values for options that are not marked as the correct answer The total partial credit value for correct answers should be at least 100%, and it may exceed 100%. Negative marking continues to operate when enabled. Instructors can adjust credit values during regrading as well.

Image 1: Instructors can have answer options that do not sum to 100%.

Generate Knowledge Checks with AI

We expanded AI‑assisted authoring to support generating multiple choice Knowledge Checks within Documents. This enhancement allows instructors to create just‑in‑time formative assessments using AI‑generated questions based on the content of their Document and any selected course materials.

When inserting a Knowledge Check, instructors are now presented with two options: Enter my question or Auto generate question. Selecting Auto-generate question opens the Auto-Generate Question panel, which adapts the existing Question panel used in tests and question banks.

When using the Auto generate question option, instructors can define generation inputs with the following fields:

  • A description text field
  • A selector to choose course items to inform generation
  • A complexity level slider with a range from Low to High
  • Advanced options including an output language selector
  • An informational banner that states: “This is auto-generated content and needs to be checked for accuracy and bias.”

The system generates four multiple choice questions at a time. Each generated question displays with a radio button so that the instructor can select one question to add to the Document. The instructor can then modify the question, answer options, and feedback after insertion. If the instructor opens the Knowledge Check option but does not add a question, the placeholder block remains empty and behaves as other empty content blocks do.

All questions are generated using only text content from the Document. Consideration of additional media or files will be handled as part of a future release.

Image 1: Instructors can select Enter my question or Auto-generate question when creating a knowledge check.

Image 2: After the system generates questions, the instructor selects which question to add to the Document. After adding a question, instructors can edit the question, question options, and question settings.

Use the AI Design Assistant to suggest Document layouts

If you’re looking for ways in which you can make your Blackboard Documents more visually appealing, then use the AI Design Assistant to suggest Document layouts.

Go to your Document and click to edit the content. Then select the AI Design Assistant icon:

Image 1: AI Design Assistant icon highlighted.

You can provide further information to define the layout:

Image 2: Options available in the layout.

Select Apply layout to save the suggested layout.

Add a second participation requirement and due date in Discussions

Instructors can now add a second due date with participation requirements for Discussions. This update builds on recent enhancements for discussion participation requirements and gives instructors clearer ways to set expectations for discussion activity. Students get transparent guidance for discussion expectations and progress indicators for their participation.

Instructors

Instructors can set how many posts and replies that students must complete across two due dates.

The option Grade discussion must be selected to add a due dates and participation requirements. Enter a time and date under Due Date and specify participation requirements. Selecting Second Due Date adds another due date with its own requirements.

Instructors can disallow student posts or replies after the final due date by selecting Stop discussion activity after last due date.

Image 1: Instructors can now add a second due date for Discussions. They can also specify the number and type of posts or replies that a student is required to make.

Students

When students open a discussion, they find two clear participation requirements with separate due dates. As they post and reply, progress indicators update in real time.

Students can complete requirements in any order, but contributions after a due date won’t count toward that requirement. Once all requirements are met, the discussion is marked complete and Progress Tracking updates.

Image 2: In a Discussion, a student can find due dates in the Details & Information section in the discussion assignment.

Blackboard Assignment file limits

We increased the maximum supported SafeAssign file size from 10 MB to 25 MB. This enhancement supports modern academic workflows in which students frequently submit large documents. The increased file size applies to assignments and tests. Direct Submit will be included in a later release.

If you have any enhancements to request from Blackboard, please get in touch with us via bbbstaff@aber.ac.uk.

Peer Assessment Tools available in our virtual learning environment

WordPress User [ksg2] Blackboard, E-submission, Interactive Tools, Turnitin Leave a comment

We recently ran our E-learning Enhanced: Using Turnitin for Peer Assessment training session and wanted to highlight the different tools that are available for Peer Assessment across our Digital Education Platform.

Peer Assessment activities have several benefits to students:

  • Allow students to invest in and manage their own learning
  • Shared learning experiences
  • Reflect on learning
  • Consider communication and constructing feedback
  • Develop conversation and collaboration skills
  • Improve academic achievement
  • Share responsibility for learning
  • Develop employability skills around feedback
  • In group scenarios, identify participants’ contributions
  • Quick feedback
  • Building a learning community

For Liu & Carless (2006), “peer assessment and peer feedback … enables students to take an active role in the management of their own learning” (280). 

If you are interested in exploring this topic further, we recommend:

Liu, N.-F. & Carless, D. (2006) Peer feedback: the learning element of peer assessment. Teaching in higher education. [Online] 11 (3), 279–290.

Lynch, R., Mannix McNamara, P. & Seery, N. (2012) Promoting deep learning in a teacher education programme through self- and peer-assessment and feedback, European Journal of Teacher Education, 35:2, 179-197, DOI: 10.1080/02619768.2011.643396

Zhu, Q. & Carless, D. (2018) Dialogue within peer feedback processes: clarification and negotiation of meaning. Higher education research and development. [Online] 37 (4), 883–897.

We have several peer assessment tools that are available:

Blackboard Assignment for Peer Assignments

You can add a Rubric to the assignment – student will see this as part of their submission.

Workflow

  1. Create Assignment and set Peer Settings (see Peer Review for Qualitative Peer Assessments)
  2. Students submit their work as normal (see Blackboard web site)
  3. After Due date and time has passed, students review submissions see Blackboard web site
  4. After the Peer Review Due Date, staff complete marking (see Blackboard web site)
  5. Student view staff feedback, peer feedback and final mark

Note that:

  1. Students won’t be allocated any reviews if not enough assignments are submitted.
  2. Late submissions will be allocated to students. Late submission is allowed automatically as part of the peer assessment process.
  3. Students do not see any names as part of the review process. You should advise all students not to include personal information on their documents.
  4. Students can provide written feedback in the review process but can’t assign a mark (unless this is included in the text feedback box)
  5. You can add a Rubric to the assignment – student will see this as part of their submission and can refer to it while reviewing. However, they can’t use it to mark work.
  6. You can hide peer reviews if you feel the content isn’t appropriate

Turnitin PeerMark

Workflow

  1. Create a Turnitin Assignment and enable PeerMark
  2. Go back into Turnitin Assignment to set up Peer Mark Settings
  3. Students submit to Turnitin submission point
  4. After PeerMark start date, students are able to view another student’s assignment and leave feedback / scores to questions
  5. PeerMark feedback is visible to students immediately
  6. Lecturer needs to allocate a final mark manually

Guidance:

Overview of PeerMark: https://help.turnitin.com/feedback-studio/turnitin-website/instructor/peermark/about-peermark-assignments.htm

Creating a PeerMark Assignment: https://help.turnitin.com/feedback-studio/turnitin-website/instructor/peermark/creating-a-peermark-assignment.htm

Student guidance on Using PeerMark: https://help.turnitin.com/feedback-studio/turnitin-website/student/student-category.htm#peermark

Discussions

Discussions are available in every course in Blackboard – these are a great way for students to engage asynchronously with their peers; they can post comments and respond to each others’ posts.

Workflow

  1. Instructor creates a Discussion
  2. Students contribute to the Discussion
  3. Students respond to other Discussion posts

For further advice on creating discussions, please see below for Blackboard guidance:

Journals

Workflow

  1. Instructor creates a Journal (private between instructor and student)
  2. Students reflect weekly on their contributions to project
  3. Instructor has overview and monitors
  4. Can be used for students to give an idea on group contributions throughout process of peers

Create Journals: https://help.blackboard.com/Learn/Instructor/Ultra/Interact/Journals

Guidelines for students

https://journals.sagepub.com/doi/full/10.1177/1469787416654794 – contains guidance for students. Suggests providing a session for students on how to write feedback.

https://www.tandfonline.com/doi/full/10.1080/02602938.2019.1697424

“For peer review in the classroom to be effective, there is clear evidence that the process needs structure, clear and accessible assessment criteria and appropriate scaffolding sessions for students (Mangelsdorf Citation1992).”

https://www.ctl.ox.ac.uk/peer-feedback – includes some useful questions and prompts that could be used to structure feedback.

Peer feedback has been used widely within group assessment work, for example, when it comes to ascertaining student participation, and factoring in group contributions. For an example of a group peer marksheet, see this sample template from Carnegie Mellon University.

Our Academy Forum handout on Peer Assessment provides further information and Aberystwyth University Case Studies.

What’s new in Blackboard February 2026

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In the February update, we want to draw your attention to the following Blackboard enhancements:

  • Use automations to remind students to check their feedback
  • Stack blocks vertically in Documents
  • Enhanced achievement usability

Use automations to remind students to check their feedback

Automations are a relatively new feature in Blackboard. The latest feature allows you to automatically send a reminder message to students who have unread feedback after an instructor-defined number of days. This feature saves time by automatically encouraging students to review their feedback, promoting student engagement.

Instructors

This release adds the Send feedback reminder option to the Automation gallery. Go to Automations:

Image 1: View automations under Course Assistants highlighted

Image 2: The Automation gallery now includes Send feedback reminder.

For the automation trigger, instructors select how many days feedback must remain unread before the message is sent.

Image 3: The Automation trigger includes a dropdown menu for the number of unread days.

A default reminder message is provided, and instructors can fully customise it at this stage. The message is sent to the student when the rule is triggered.

Stack blocks vertically in Documents

instructors can stack blocks in a single column in Documents to create cleaner layouts and reduce whitespace. A new toggle in the block toolbar allows switching between column-level and block-level editing. In column mode, actions apply to the entire column. In block mode, instructors can resize, move, or delete individual blocks.

Columns can also be dropped into another block’s area for more flexible layouts. These changes work with existing features such as undo/redo, printing, and AI layout generation. This enhancement also includes accessibility improvements for screen readers.

Image 1: Instructors can stack blocks in a single column, such as next to an image in a column.

Enhanced achievement usability

For students, the Achievements tab displays a count of unread badges. The New pill appears consistently in Earned and To Earn sections. The Delete Badge dialog uses clearer wording. Instructors and students can more easily distinguish between Course Badges and Open Badges with improved labels, icons, and descriptions.

Accessibility updates include improved aria-labels and alt-text. Styling for OpenBadge images has been updated to remove forced round shapes.

Image 1: In the student view, the Achievements tab displays a count of unread badges, and the new badges have a New pill.

If you have any enhancements to request from Blackboard, please get in touch with us via elearning@aber.ac.uk.

What’s new in Blackboard January 2026

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Happy New Year! In the January update, we want to draw your attention to the following Blackboard enhancements:

  • Minor Update to the Blackboard Interface
  • Improvements to Document’s layouts
  • More options for true and false questions
  • Changes to multiple choice and multiple answer workflows

Minor Update to the Blackboard Interface

There is no downtime associated with this update, and Blackboard will continue to function normally during this period.

These changes include:

  • Change in order of menu items on the main navigation menu:
  • A new home button in a course to take you back to the landing page:
  • A quick link to navigate to your recently accessed courses

In addition to this, to maximise screen space, Blackboard will remove the nested folder view.

Improvements to Document’s layouts

To improve usability and accessibility, we restructured the menu for document block layout. Previously, all options for changing the row, size, or position of a block were in a single dropdown list. Now, these options are organized by type of change (row, size, and position).

Selecting the edit icon for a block prompts a menu with three options: Change row, Change [block/column] size, and Change [block/column] position. Each of these options have a sub-menu, with the related actions.

  • Change row
    • Move to row above
    • Move to row below
    • New row above
  • Change [block/column] size
    • Expand to the left
    • Expand to the right
    • Shrink from the left
    • Shrink from the right
  • Change [block/column] position
    • Move to the left
    • Move to the right

Image 1: How document block styling options displayed before

Image 2: How document block styling options display now

More options for true and false questions

We expanded the display options for true/false questions to include:

  • True/False
  • Yes/No
  • Right/Wrong
  • Agree/Disagree

These additional answer options display when:

  • Instructors create or edit this question type when building a test or in a question bank
  • Students answer the question
  • Instructors grade the question
  • Students review their submission or graded question

Image 1: True/false questions now include additional options.

Changes to multiple choice and multiple answer workflows

 ow students interact with questions. These changes support greater flexibility in assessment design and an improved experience for students.

Instructors

To reduce setup time when creating a multiple choice question, we changed the default number of answer options from three to four. Instructors can add or remove answer options.

Instructors can now define the number of answer selections that a student can make for each multiple choice question. When the student takes the assessment, the system enforces the instructor’s selection limit.

The default is:

  • 4 answer options
  • partial/negative credit is off (no additional changes made to partial/negative credit for this release)
  • students can select up to 4 answers
    • if additional answers are added, selection limit remains at 4
    • if answers are removed, instructor must select the selection limit

Image 1: Instructors can define the number of answer selections for each multiple choice question.

Students

For questions where students can select only one answer, the selection mechanism is radio buttons. For questions where students can select more than one answer, the selection mechanism is checkboxes.

Image 2: The student’s selection mechanism of checkbox or radio button is determined by how many answers they can select.

If you have any enhancements to request from Blackboard, please get in touch with us via elearning@aber.ac.uk.

What’s new in Blackboard December 2025

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In the December update, we want to draw your attention to the following Blackboard enhancements:

  • Specify participation requirements for Discussions 
  • Support Inline and Display Formulas in MathJax 
  • Learning Module Table of Contents 
  • Set release conditions for open or started and for non-assessment content items 
  • Improved handling of group membership changes for group assignments
  • Improved Automations experience 

Specify participation requirements for Discussions

Instructors now have greater flexibility when managing student participation in  graded Discussions.

With this update, instructors can specify required student responses for a Discussion topic.

Instructors  

Instructors can now make clear participation requirements to students. The initial release adds participation requirements to the existing due date(s) for discussions. Instructors can set requirements on the number of required posts and/or replies for a student to fulfil the requirement.

The status of participation requirements is updated through to completion, giving a student a clear understanding of progress made. Participation requirements are linked to progress tracking, so that will be accurately displayed for the student to monitor.

This update does not affect grading workflows or Gradebook structure.

Image 1: Instructors being able to set participation requirements in discussion settings.

Students

The new participation requirements in Discussions give students a clearer understanding of instructor expectations in an assigned Discussions topic. Students can monitor their progress both in the assigned Discussions topic as well as in Progress Tracking.

Image 2: Showing the complete state when all the requirements have been met.

Support Inline and Display Formulas in MathJax

MathJax support in the Content Editor now includes additional LaTeX delimiters for rendering mathematical formulas. This update improves compatibility with standard STEM workflows and simplifies uploading exam content without changing source files.

Instructors and students can now use:

  • \(…\) for inline equations
  • \[…\] for display equations

These options are in addition to the existing $ delimiters. Expanded support improves the experience of working with mathematical notation in Ultra courses and enhances visual clarity for complex expressions such as integrals, sums, and products.

Learning Module Table of Contents

Instructors now have access to a collapsible Table of Contents panel in Learning Modules. This update mirrors the student experience and supports consistent navigation across roles.

The Table of Contents panel includes all items in a learning module. Select Contents to open or collapse the panel. Instructors can navigate the full module structure and align course design with the student experience.

Image 1: Instructor view of a Learning Module with the Table of Contents panel open.

For smaller screen sizes, when an instructor sets up an assignment within a learning module, the settings panel moves from the right-hand side into the header bar. This is signified by a settings cog.

The change has been made to allow more space on the screen with the left-handed table of contents available. Users accessing that board on smaller screens, you will notice that the settings cog has moved to the header bar for that particular piece of assessment.

Set release conditions for open or started and for non-assessment content items

We expanded release conditions to include activity on items including non-assessment content. This enhancement allows conditions to be based on whether a student has opened or started content items such as documents, media, or course links. Instructors can now control access based on whether a student has opened or started a prerequisite content item.

Key options for release conditions:

  • Unopened: The student has not accessed the item.
  • Opened or Started: The student has accessed the item.

For example, an instructor can require students to open a reading or watch a video before an assessment becomes available. 

Improved handling of group membership changes for group assessments   

We’ve enhanced Flexible Grading and the Submissions page for group assessments to better handle changes in group memberships. These improvements ensure grading accuracy and reduce confusion when groups are modified after submissions: 

  • On the Submissions page, if all members are removed from a group:
  • The group avatar displays a ? icon.
  • A No members label appears.
  • The group name becomes non-selectable.
  • For active groups, the Flexible Grading interface always shows the current group members for each attempt.

Image 1: On the Submissions page, a No Members label appears in groups with no members.

Image 2: The Flexible Grading interface shows the current group members for each attempt.

Improved Automations experience 

Back in October we launched automations – an automated messaging tool to contact students based on marks in the gradebook.

Several enhancements have been made to automations in this month’s updated:

Instructors

  • Better visibility of Automations actions
  • Users can now check the status of each automation directly from the list.
  • Each automation now displays who executed it, increasing transparency in multi-instructor courses.
  • Cleaner interface and more intuitive interactions, including:
  • Pagination on the automation list for smoother navigation.
  • Improved error messaging and validation when configuring numeric inputs.
  • Minor layout and usability improvements for the automation rules panel.
  • String and localisation improvements.

Image 1: There is an indicator of the status of each automation in the list (active or inactive). The last person to execute the action is stated under each automation, and an error message is displayed for an automation that is incorrectly configured.

If you have any enhancements to request from Blackboard, please get in touch with us via elearning@aber.ac.uk.

Why take part in Fix Your Content Day?

WordPress User [ksg2] Accessibility, Blackboard, Ultra, Uncategorised Leave a comment
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On November 18, Aberystwyth University will join institutions worldwide for Fix Your Content Day 2025, hosted by Anthology. If you are wondering about what this means, or whether to take part, then here are a few reasons to get involved.

Every change – big or small – makes a difference to our students. Making Blackboard content as accessible as possible benefits all our students.  Having materials in a format that students can use easily means that they can focus on their learning rather than struggling with inaccessible formats. The choices that staff make to design accessible materials, as well as the Ally Alternative Format tools, help us to make sure that all students can engage with their studies. 

It’s particularly important here at AU, as the latest HERA data show that over 28% of our students have a declared disability (compared to 16.7% nationally).  

Drop-in session open to all. Although our e-learning staff are always willing to help you with accessibility, we’ll have dedicated support available in B23 Llandinam during the afternoon of 18th. Come along and we can show you how to use Ally or discuss any particular issues you have with your course materials. And tea and biscuits will be available!

And finally, taking part in Fix Your Content Day is part of our ongoing commitment to ensuring that all students can engage with learning materials.

What’s new in Blackboard November 2025

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In the November update, we want to draw your attention to a new feature: generate and upload custom Achievements badge.

In addition to this, we have also got an automated option to generate messages to students based on their assignment scores. There is an update to tests with the functionality to bulk amend test question scores, as well as some improved navigation to Gradebook column headers.

New! Generate or upload custom Achievement Badges

Blackboard previously announced achievements – instructors having the option to award badges to students based on scores received in Gradebook columns. This was a great way to incentivise student engagement, and we are seeing more colleagues use this: DLS are piloting badges as part of their Skills Passport, and Library and Learning Services are making use of Achievements for the AI Literacy Course. Colleagues have requested this enhancement, so we are pleased to see this available on Blackboard.

Instructors now have three new options for customising Achievement badge: AI-generated images, choose from a selection of stock images from Unsplash, and manual image uploads.

  • AI Badge Image Creator: Instructors can enter keywords to generate badge images using the AI Design Assistant. The system auto-generates an image based on the badge’s name and description to help guide image creation. Additionally, instructors can provide their own prompt to be used for image generation. Images are optimized for circular cropping to match the standard badge shape.
  • Unsplash: Instructors can search from a section of stock images from Unsplash
  • Badge Image Upload: Instructors can also upload custom-designed badge images for use in Achievements.

Image 1: Instructors can select or generate an image for the custom achievement.

Automatically send messages to students based on course-level rules 

Lecturers can now create automations that send congratulatory or supportive messages to students based on custom rules set at the course level. Instructors define the score thresholds and write the messages.

On the Course Content page, instructors select View Automations under Automations to manage their automations.

In this initial release, two automations are available. Instructors choose to either Send congratulatory message or Send supportive message. Congratulatory messages are sent when a student earns a high score; supportive messages are sent when a student does not achieve a specified score. Instructors select the grade item, set the score threshold as a percentage, and enter the message text.

Image 2: In the Action to be taken section, the instructor writes the message that will be sent to students when the rule is triggered.

Please note that the automation needs to be created before marks are posted. This means that the messaging won’t work on any retrospective grades.

Bulk change question points in tests 

Lecturers can now update point values for multiple questions in tests using new bulk editing options. This enhancement supports:

  • Selecting all questions at once, with the option to deselect specific questions if desired.
  • Selecting specific questions (e.g., question 1, 4, 9, 15, 16, 27, and 32) for targeted point value adjustments.
  • Selecting questions by type (e.g., all True/False questions) to apply consistent point value changes across that question type.
  • Selecting questions by type AND specific questions.

Instructors

After students open the assessment or make submissions, instructors can make these changes:

  • Edit the text of questions and answers
  • Edit the point value
  • New grades are recalculated for all previously submitted assessments
  • Give everyone full credit for a question
  • Change which answers are correct
  • Change the scoring options for Multiple Choice and Matching questions
  • Align questions with goals, from the assessment only

After students open the assessment, instructors can’t make these changes:

  • Add new questions and answers
  • Delete a question
  • Delete answers in Matching and Multiple Choice questions
  • Change the number of blanks in a Fill in the Blanks question
  • Move the content, such as switch the order of questions, answers, or additional content
  • Add or remove questions from a question pool or delete a pool from an assessment 

Image 1: Instructors select Bulk edit points.

Image 2: Instructors can select the questions that they want included in the bulk edit.

Improved navigation from Gradebook column headers

We enhanced the gradebook grid view to streamline access to submission pages from column headers on the Grades page. These updates improve clarity and consistency across item types.

Changes include:

  • Assignments, Tests, Forms, Discussions, Journals:
    • Replaced the Edit option with a View Submissions option using the eye icon.
    • Renamed the grade cell menu option from View to View Submission.
  • Manual Items, Calculations, Total Calculations:
    • Added a View option to the column header that routes to the submission page.
  • SCORM Items:
    • Added a View Submissions option with the eye icon.
    • Renamed the grade cell menu option to View Submission.
    • Removed Edit and Preview SCORM options from the column header menu.
  • Attendance:
    • Replaced the Edit option with a View option using the eye icon.
    • Navigation behavior remains unchanged, with users being routed to the attendance page.

Image 1: Improved navigation in the Gradebook column headers.

If you have any enhancements to request from Blackboard, please get in touch with us via elearning@aber.ac.uk.

What’s new in Blackboard October 2025

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In the October update, we want to draw your attention to a new feature with the Learning Object Repository. There is also an important and highly requested update to Fill in the Blank style question, and tagging questions in question banks to help colleagues with question organisation.

Updates to the Learning Object Repository

We were very excited about the launch of the Learning Object Repository. We have already made use of it for the Blackboard standardised template and for Generative AI statements.

This month’s update sees the ability for us to upload files to the Learning Object Repository which colleagues can then copy into their courses.

We can stipulate the availability of the content, so that it can be available or unavailable to students.

See our webpage on the Learning Object Repository for further information.

Updates to the Fill in the Blank Question for Students

The way that Fill in the Blank Questions displays has been updated. This is an enhancement that colleagues have requested so we are pleased to this available.

 Fill in the blank questions now display the blanks inline with the surrounding text, whether the question is presented as a sentence, paragraph, or table. We also added hidden ARIA labels to blanks to improve screen reader accessibility.

Image 1: Before this update, the blanks appeared below the question.

Image 2: After this update, the blanks appear in-line with the question.

Tag questions with metadata in tests and question banks

Instructors can now tag questions with metadata when creating or editing questions in tests, forms, and banks. 

Instructors

Questions can have multiple tags of the same type. Metadata is visible during question creation/editing and can be used to filter questions when reusing or adding to pools. Metadata is not visible to students during test-taking or review.

Supported metadata types include:

  • Category
  • Topics
  • Levels of Difficulty
  • Keywords

Image 1: Instructors can create and apply a tag to questions.

Image 2: Tags appear as filters in the question bank.

If you have any enhancements to request from Blackboard, please get in touch with us via elearning@aber.ac.uk.

What’s new in Blackboard September 2025

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In the September update, we want to draw your attention to a number of test and question updates, including the ability to add question titles.  

In addition to this, there are enhancements to group tests, time consistency, and enhancing documents with block styling options.

New: Add and manage question titles in tests, forms, and banks

This feature has been requested by colleagues so it’s great to see this live in Blackboard. It’s ideal for colleagues managing large numbers of questions for online exams.

Instructors can now add, view, edit, and delete question titles when working on questions in tests, forms, and banks. Titles are optional and non-unique. Titles are recommended, as they enhance searchability and reuse workflows.

Image 1: Instructors can enter or edit the question title.

In the keyword search in the Reuse question panel, instructors can now search for questions on the question text or the question title.

Titles appear when:

  • Creating or editing questions in tests, forms and banks
  • Viewing or selecting questions via the Reuse questions workflow in tests, forms and banks
  • Adding questions to pools (Add Question Pool workflow)
  • Viewing questions in a pool (View Questions workflow)

Titles do not appear when the instructor views or grades the test and form submissions. Students do not see the question titles when they take a test or review their submission.

Use see-more functionality in Add Question Pool

In the Add Question Pool screen, the filter panel now includes See more functionality for Sources, Question Types, and Tags when the number of values in that filter section exceeds 10. Selecting See more expands the list, revealing the full list of values.

Image 1: Selecting See more expands the list, revealing the full list of values.

Display per question feedback to students on group test submissions

Blackboard tests include the option for students to take part in a group submission – answering questions together. This is great for an in person formative style activity, or might offer colleagues other opportunities for group assessment solutions. Group tests use the same options that are available for Group Assignments. Take a look at Blackboard’s support page and contact elearning@aber.ac.uk if you have any questions about this feature.

In this month’s update, Blackboard has improved how feedback is displayed to students with group test submissions.

Students can now view per-question feedback on group test submissions. Instructors have been able to provide per-question feedback, but it was not visible to students until now.

With this update:

  • Students reviewing a graded group test can see feedback for each question.
  • Feedback supports all formats: text, file attachments, and video recordings.
  • Per-question feedback appears alongside overall feedback and rubric scores.

This enhancement ensures that group submissions benefit from the same detailed feedback experience as individual submissions. It also supports:

  • Originality reports (when enabled via SafeAssign).
  • Attempt-level score overrides for individual group members.
  • AI Rewrite for both overall and per question feedback.
  • Navigation between group submissions using Previous/Next controls.  

Display time limits and extra time consistently across roles

Blackboard has improved how time limits and extra time are communicated in Assessments. This change ensures that all users understand exactly how much time is available, including any accommodations or overrides.

Now, all users have the time limits and extra time presented in a consistent format:

Example:

“Time limit: 20 minutes + 10 minutes extra time”

This format appears:

  • When instructors configure or review assessment settings.
  • When students begin or review an assessment.
  • In the preview mode for instructors. 

Enhance Documents with block styling options

Last month we highlighted the new block styling available in Documents. This month, this feature has been developed further with highlight options appearing alongside each text box.

The highlight option gives you the opportunity to clearly indicate whether your content is:

  • Question: Use for prompts or reflective questions. Keep questions concise and open-ended to encourage critical thinking.
  • Tip: Use for tips, insights, or helpful suggestions. Ensure tips are actionable and relevant to the content.
  • Key points: Use to highlight key points or essential facts. Keep these blocks brief and focused to reinforce retention.
  • Next steps: Use for next steps or instructions. Present steps in a clear, logical order and consider using numbered lists for clarity. 

If you’re looking  to make your Blackboard Documents more appealing, we’re running a special 30 minute masterclass on becoming a Document Pro. You can book your place online.

If you have any enhancements to request from Blackboard, please get in touch with us via elearning@aber.ac.uk.

What’s new in Blackboard August 2025

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In the August update, we want to draw your attention to the table of contents feature being added to Learning Modules.  

In addition to this, there are enhancements to documents with block styling options, and increased accessibility across student gradebook and student overview pages.

New: Adding Table of Contents to Learning Modules for students

We’ve redesigned the Learning Module experience for students by adding a collapsible Table of Contents. This update improves navigation, orientation, and progress tracking. 

As part of this improvement, assessments now open in a full panel instead of a smaller panel.

Students now have a simplified way to navigate and track progress in Learning Modules. Updates include:

  • A table of contents for the items in a Learning Module. Select Contents to open and collapse the table of contents

Image 1: Learning Modules now contain a Table of Contents panel to orient students within Learning Modules for their courses. The panel can be collapsed with the arrow button at the top of the Table of Contents.

Screenshot of Table of Contents within Learning Modules
  • Easy navigation between items  
  • Manual or automatic item completion tracking from within the Learning Module
  • Next and Previous buttons moved closer together at the top of the page for an improved experience.

Image 2: The navigation buttons Previous and Next now appear closer to each other in the user interface within Learning Modules to give an improved user experience.

Screenshot of the User interface

Assessments within Learning Modules. Assessments now open in a full panel, providing a consistent and distraction-free experience.

Image 3: The Assessments pages within Learning Modules now appear as a full-sized panel.

Screenshot of the Assessments page

Forced sequence in Learning Modules. When sequencing is enforced, students must use the Next and Previous buttons to move through content in order. Students can’t jump ahead using the table of contents unless they have already completed the item they are navigating to. Skipping ahead without completing a Learning Module item is disabled in this mode. 

Enhance Documents with block styling options 

We added block styling to Documents, giving instructors new ways to enhance visual appeal and guide student attention. The styling options feature both color and icons. The style options include:

  • Question
  • Tip
  • Key points
  • Next steps
  • Highlight

Image 1. Instructors can select styling options from a dropdown menu that appears in Edit mode on all block types.

Screenshot of styling menu.

Our forthcoming training session E-learning Enhanced: Become a Document Pro will explore this and other document functionality to help colleagues create dynamic content. You can book your place online.

Increased accessibility in the student gradebook

To improve accessibility, we updated the student Gradebook to use a semantic HTML table structure. This change replaces the previous layout, which relied on stacked <div> elements. The new structure improves screen reader support and keyboard navigation.

Increased accessibility in the student overview page

To improve accessibility, we updated the student Overview page to use a semantic HTML table structure. This change replaces the previous layout, which relied on stacked <div> elements. The new structure improves screen reader support and keyboard navigation.

If you have any enhancements to request from Blackboard, please get in touch with us via elearning@aber.ac.uk.