In the practice of designing examinations, where the emphasis is normally on the assessment of knowledge and understanding of content covered, the authenticity of that assessment model related to skills required for employability, as well as our growing access to instant information, is often missed. Some traditional methods of this form of assessment, particularly the paper based essay exam, have expectations of writing quality and structure as well as of knowledge and understanding, but without providing the tools with which to appropriately meet those expectations. To address this, a computer based, unseen, essay format exam was introduced to a final year module for applied science students, where access was permitted to specific online journal resources. Students wrote their submissions under controlled conditions in Microsoft Word and submitted it through the Virtual Learning Environment (VLE), Blackboard for grading. In addition to an improvement in average mark across the cohort compared to the previous year of paper based essay examinations on the same module, student feedback highlighted an improvement in their ability to organise and arrange their knowledge, and the usefulness of using research material to better evidence their own knowledge. Feedback, being completed online and returned to the students also provided greater understanding of grades achieved and of how to improve for future examinations, a unusual process for exams where graded papers are not normally returned. Though upskilling of staff is likely required for more widespread use, and repeat cohorts will no doubt demonstrate further pros and cons of this form of assessment, the model presented here shows promise for assessment of student communication of depth and breadth of knowledge, and of demonstrating skills more relevant to future employment.

Like other elite athletes, ballet dancers are highly dedicated to the pursuit of their vocation. They work to perfect their bodies, their movements and their expression of the art form. The lockdowns that occurred during the COVID‐19 pandemic represented a significant interruption to the extraordinary but everyday lives of ballet dancers, creating unique environments where exploration of the embodied habitus of ballet can be further investigated. The impacts of lockdown upon dancers were explored via a series of interviews with 12 professional dancers from Germany. Framed by previous research, theorising the balletic body from a Bourdieusian perspective, interview data were analysed using Interpretative Phenomenological Analysis. Our research highlights the way in which COVID‐19 lockdowns and associated restrictions disrupt the habitus of dancers and results in a form of suffering that is comparable to injury or chronic illness. Our research suggests that individuals respond to the ‘structural injuries’ of lockdown measures in a manner comparable to the way they respond to physiological injury. Thus, dancers sought to repair or re‐establish the social structures they ordinarily inhabit whilst the inevitable limitations of such efforts engendered occasions for reflexive thinking about their role, careers and identity as dancers.

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