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Presenter Index

Ajit, Suraj
University of Northampton, UK
Exam as an assessment instrument in computer programming courses: Student Perceptions
DAY 1:  Poster & Pitch Session 1  -  17.00
 

Allin, Linda
Northumbria University, UK
Examining the Use of Assessment Rubrics in Higher Education: The Perspectives of University Lecturers
DAY 1:  Parallel Session 4  -  15.40
 

Arico, Fabio R
University of East Anglia, UK
Combining Formative Assessment, Peer-instruction, and Self-Assessment to measure Learning Gain and Confidence Gain: theory, practice, and evaluation
DAY 2:  Parallel Session 8  -  10.50
 

Austen, Liz
Sheffield Hallam University, UK
Exploring student perceptions of effective feedback
DAY 1:  Parallel Session 1  -  11.20
 

Barber, Jill
University of Manchester, UK
Five go marking an examination question: the use of adaptive comparative judgement to remove subjective bias
DAY 1:  Parallel Session 1  -  11.20
 

Bloxham, Sue
University of Cumbria, UK
External examiners: Developing their assessment literacy and shared academic standards
DAY 1:  Parallel Session 2  -  12.00
 
Marking and moderating student work
DAY 1:  Pre-conference Master Classes  -  09.30
 

Boud, David
Deakin University, Australia
Feedback Masterclass
DAY 1:  Pre-conference Master Classes  -  09.30
 

Bouwer, Renske
Antwerp University, Belgium
The reliability and validity of comparative judgements with D-PAC, a Digital Platform for the Assessment of Competences
DAY 1:  Poster & Pitch Session 2  -  17.00
 

Brooman, Simon
Liverpool John Moores University, UK
Co-creation with students to improve assessment feedback: course-based approaches and enhanced project leadership 
DAY 1:  Parallel Session 4  -  15.40
 

Brown, David
Northumbria University, UK
Internationalising Summative Assessment through Simulations: Chinese and South East Asian Student Perspectives
DAY 2:  Parallel Session 7  -  10.10
 

Carless, David
University of Hong Kong, Hong Kong
Conceptualizing and developing feedback literacy
DAY 2:  Parallel Session 6  -  09.30
 
Managing dialogue around exemplars
DAY 1:  Pre-conference Master Classes  -  09.30
 

Clark, Jill
Le Cordon Bleu New Zealand, New Zealand
Integrated Assessment on a Degree: Easing the Transition to the Workplace
DAY 2:  Parallel Session 6  -  09.30
 

Cleary, Ann
Dundalk Institute of Technology, Ireland
Prizing Improvement: an Information Literacy Prize for engagement with feedback.
DAY 1:  Poster & Pitch Session 1  -  17.00
 

Cohen, Judy
University of Kent, UK
Exploring the effects of radical change to assessment and feedback processes: Applying Team-based learning in a social science module.
DAY 2:  Parallel Session 9  -  11.45
 

Collings, Jane
Plymouth University, UK
Models of Examination Feedback: “Not many students would admit to enjoying taking exams or writing essays, but if you want to get a degree, they're an ordeal you have to survive.” Guardian online, April 2013
DAY 1:  Parallel Session 4  -  15.40
 

Collins, Paul
Mary Immaculate College, Ireland
Toward best practice in implementing a student-authored wikitextbook assignment
DAY 1:  Parallel Session 2  -  12.00
 

Curtis, Nicholas
James Madison University, USA
Meta-assessment to intervention: Improving Programme and Institutional Level Assessment to Support Student Learning.
DAY 2:  Parallel Session 10  -  13.15
 

Davies, Rachel
University of St Andrews, UK
Does formative assessment and reflection help learn a skill?
DAY 2:  Parallel Session 8  -  10.50
 

Dawson, Phillip
Deakin University, Australia
Building courses to develop ‘evaluative judgement’: learning to make decisions about quality work
DAY 1:  Parallel Session 4  -  15.40
 
Can markers detect contract cheating? Results from an experimental study.
DAY 1:  Parallel Session 1  -  11.20
 
What are effective feedback practices? Views from staff, students and the literature
DAY 2:  Parallel Session 8  -  10.50
 

Denton, Philip
Liverpool John Moores University, UK
High-octane fuel? Incorporating a contextualised rubric within online feedback to stimulate higher-order learning
DAY 1:  Parallel Session 4  -  15.40
 

Dermo, John
University of Salford, UK
Cultivating staff assessment literacy in higher education: findings from an investigation into academic staff perceptions.
DAY 1:  Parallel Session 3  -  14.45
 

Emmertsen, Sofie
Inspera, Norway
Digitizing but Diversifying Assessment Formats
DAY 1:  Parallel Session 2  -  12.00
 

Firth, Amanda
University of Bradford, UK
The innovative use of an e-portfolio in midwifery education to assess both clinical competency and academic skills development through the use of a triangulated assessment process.
DAY 1:  Parallel Session 5  -  16.20
 

Foo, Martin
Queen Margaret University, UK
Exploring the role of formative feedback to design a pedagogic model for the international student’s adaptation journey
DAY 1:  Poster & Pitch Session 3  -  17.00
 

Garvey, Loretta
Monash University, Australia
How do students experience assessment practices over a whole degree program? A pilot study.
DAY 1:  Poster & Pitch Session 1  -  17.00
 

Goossens, Maarten
University of Antwerp, Belgium
The reliability and validity of peer assessment based on comparative judgements
DAY 1:  Parallel Session 2  -  12.00
 

Gulliford, Matthew
Taskstream, USA
The State of Affairs of Assessment in U.S Higher Education - Results from a National Survey
DAY 1:  Parallel Session 4  -  15.40
 

Harvey, Tina
University of Cumbria, UK
Building Peer Support: Developing Students' Feedback Skills
DAY 1:  Parallel Session 5  -  16.20
 

Hast, Michael
St Mary's University, Twickenham, UK
Supporting the transition to higher education assessment: An evaluation of an online feedback access training approach for students
DAY 1:  Poster & Pitch Session 2  -  17.00
 

Headington, Rita
University of Greenwich, UK
Students’ informal peer feedback networks
DAY 1:  Parallel Session 2  -  12.00
 

Headley, Jane
Harper Adams University, UK
Hearing the student voice on their use of exemplars to support writing style.
DAY 2:  Parallel Session 7  -  10.10
 

Hepplestone, Stuart
Sheffield Hallam University, UK
Assessment Journey: a programme enhancing the educational experience and institutional effectiveness of assessment and feedback
DAY 2:  Parallel Session 8  -  10.50
 

Hillier, Mathew
Monash University, Australia
Wrangling e-exams: authenticity, integrity, and scalability
DAY 2:  Parallel Session 6  -  09.30
 

Hodgson, Yvonne
Monash University, Australia
Student and staff conceptions of assessment in the biomedical sciences: A pilot study
DAY 1:  Poster & Pitch Session 3  -  17.00
 

Hsiao, Ya Ping (Amy)
Tilburg University, The Netherlands
How can we help international students to adapt to our Dutch assessment culture?
DAY 1:  Poster & Pitch Session 3  -  17.00
 

Hughes, Gwyneth
UCL, UK
Use of Personal Learning Gain Information to Empower Students
DAY 2:  Parallel Session 7  -  10.10
 

Hunt, Tim
The Open University, UK
Computer marking of open-ended responses with open source tools
DAY 1:  Poster & Pitch Session 2  -  17.00
 

Huxham, Mark
Edinburgh Napier University, UK
Pedagogies of Partnership - the joys and challenges of co-creation with students
DAY 1:  Pre-conference Master Classes  -  09.30
 

Ibrahim, Walid
UAE University, United Arab Emirates
Establishing the Infrastructure for Learning Outcomes Assessment
DAY 1:  Parallel Session 3  -  14.45
 

Jankowski, Natasha
University of Illinois Urbana Champaign, USA
Moving Towards a Learning System: Implications of Assessment for Learning
DAY 2:  Parallel Session 7  -  10.10
 

Jappie, Naziema
University of Cape Town, South Africa
Access & Success: Ensuring equal opportunity in South African Higher Education
DAY 2:  Parallel Session 9  -  11.45
 

Jones, Cecile
University of surrey, UK
Assessment through sound and pictures. Using digital storytelling to extend student reflection on learning beyond the written word
DAY 2:  Parallel Session 6  -  09.30
 

Jordan, Sally
The Open University, UK
From computer-marked assessment to assessment analytics
DAY 2:  Parallel Session 10  -  13.15
 

Kearney, Sean
University of Notre Dame Australia, Australia
Changing the rules:  Using self and peer assessment for summative evaluation
DAY 2:  Parallel Session 7  -  10.10
 

King, Sarah
University of Birmingham, UK
Is anyone listening? The Birmingham Assessment Change Initiative – what do academics really think about assessment and feedback?
DAY 1:  Parallel Session 2  -  12.00
 

Lent, Neil
University of Edinburgh, UK
Feedback isn’t just a ‘thing’: Using TESTA and Activity Theory to enhance assessment practice and experience
DAY 1:  Parallel Session 1  -  11.20
 

Li, Jun
University of Hong Kong, China
Global Research Assessment Movement and the Changing Mission of Higher Education: Comparative Case Studies in China, Hong Kong, Japan and U.S.
DAY 1:  Parallel Session 1  -  11.20
 

Maguire, Moira
Dundalk Institute of Technology, Ireland
Technology Enhanced Assessment Methods (TEAM) in Science and Health Practical sessions: a progress report on an Irish multi-institutional initiative.
DAY 1:  Poster & Pitch Session 2  -  17.00
 

McArthur, Jan
Lancaster University, UK
The Dark Arts of Assessment:  from SMART to social justice 
DAY 1:  Keynote Speaker  -  13.40
 

McConlogue, Teresa
UCL, UK
Assessment and feedback review at a research-intensive institution
DAY 2:  Parallel Session 6  -  09.30
 

Meddings, Fiona
University of Bradford, UK
Investigating assessment in HE: Emotional Labour exploring the toil of marking and grading
DAY 1:  Parallel Session 3  -  14.45
 

Medland, Emma
University of Surrey, UK
Examining the Examiner: Investigating the assessment literacy of external examiners
DAY 1:  Parallel Session 1  -  11.20
 

Meer, Nicky
University of Cumbria, UK
E-folio design for assessing students' lived realities
DAY 2:  Parallel Session 6  -  09.30
 

Mesher, Lynne
University of Portsmouth, UK
Engaging Students with Feedback: Improving satisfaction and attainment with students as co-designers
DAY 2:  Parallel Session 10  -  13.15
 

Morris, Erica
Anglia Ruskin University, UK
Evaluating the impact of transforming assessment practice at Anglia Ruskin University
DAY 2:  Parallel Session 9  -  11.45
 

Nash, Robert
Aston University, UK
Students' memory for feedback about past and future performance
DAY 2:  Parallel Session 9  -  11.45
 

Nelson, Richard
Bradford College, UK
Using Assessment Technology to provide evidence against TEF Aspects of Quality and a better understanding of institutional effectiveness.
DAY 2:  Parallel Session 7  -  10.10
 

Nicholson, Dawn Theresa
Manchester Metropolitan University, UK
Enhancing digital literacy and employability through portfolio assessment
DAY 1:  Parallel Session 3  -  14.45
 

Nomme, Kathy
University of British Columbia, Canada
Using Concept Assessments to Evaluate Student Learning Gains and Course Curriculum Revision
DAY 1:  Parallel Session 2  -  12.00
 

O'Brien, Rhona
University of Cumbria, UK
Closing the GAP: Addressing Educational Inequality through Authentic Assessment
DAY 1:  Parallel Session 4  -  15.40
 

O'Keeffe, Margaret
University of Limerick, Ireland
Enhancing learning and Teaching through Feedback in Teacher Education: Opportunities and Challenges
DAY 1:  Parallel Session 3  -  14.45
 

O'Keeffe, Muireann
DCU, Ireland
Learning or grades? A case for changing assessment to pass/fail marking.
DAY 2:  Parallel Session 10  -  13.15
 

Olave, Karen
The University of Queensland, Australia
Identities of international undergraduate students in their feedback and assessment discourses.
DAY 2:  Parallel Session 7  -  10.10
 

O'Neill, Geraldine
National Forum for the Enhancement of Teaching and Learning, Ireland
Cultivating the Sector’s Assessment Literacy through a Conversational Approach
DAY 1:  Parallel Session 5  -  16.20
 

O'Regan, Lisa
Maynooth University, Ireland
Y1Feedback: An Irish Multi-Institutional Project Exploring Dialogic Feedback Approaches for First Year
DAY 1:  Parallel Session 5  -  16.20
 

Orsmond, Paul
Staffordshire University, UK
The implications of peer assessment feedback for tutors' and students' communities of practice: a qualitative interview study of successful tutors
DAY 1:  Parallel Session 3  -  14.45
 

Oudkerk Pool, Inge
Hogeschool van Amsterdam, The Netherlands
Life Long Learning in the field of Education in the Netherlands 
DAY 2:  Parallel Session 8  -  10.50
 

Pokorny, Helen
University of Westminster, UK
Assessing prior learning or developing new learning? The role of evidence in prior learning portfolios.
DAY 2:  Parallel Session 7  -  10.10
 

Priddle, Julian
Anglia Ruskin University, UK
Building student assessment literacy - a shared vision of feedback
DAY 1:  Poster & Pitch Session 3  -  17.00
 

Prince, Robert
University of Cape Town, South Africa
Formative Assessment for First Year Learning in Higher Education
DAY 1:  Parallel Session 5  -  16.20
 

Ramos, Rita
University of the Philippines Open University, The Philippines
Culturally based learning preferences of students and online learning and assessment
DAY 2:  Parallel Session 9  -  11.45
 

Reimann, Nicola
Durham University, UK
Using posters for formative and summative assessment: from reducing marking load to supporting ways of thinking and practising in the discipline
DAY 2:  Parallel Session 6  -  09.30
 

Ruiz Esparza Barajas, Elizabeth
Universidad de Sonora, Mexico
Evolving perceptions about peer-evaluation in students studying to be teachers
DAY 1:  Parallel Session 1  -  11.20
 

Sambell, Kay
Edinburgh Napier University, UK
Feedforward: conceptualisations and practices
DAY 1:  Pre-conference Master Classes  -  09.30
 

Scoffield, Susan
Manchester Metropolitan University, UK
Assessment as a conversation in business degree programmes
DAY 2:  Parallel Session 10  -  13.15
 

Sheedy, Caroline
DKIT, Ireland
Hegemony and Assessment: Notes from the Trenches
DAY 1:  Parallel Session 2  -  12.00
 

Stowell, Marie
University of Worcester, UK
Assessment Regulations for fairness and equity: a suitable case for treatment
DAY 2:  Parallel Session 8  -  10.50
 

Sykes, Amanda
University of Glasgow, UK
Using a Toolkit to enhance institutional assessment and feedback practice
DAY 1:  Parallel Session 5  -  16.20
 

Thomson, Sheona
QUT, Australia
Course assessment and feedback blueprinting: purposeful design of whole of course experience
DAY 2:  Parallel Session 6  -  09.30
 

Tomas, Carmen
University of Nottingham, UK
A theory and evidence based model for post-marking moderation
DAY 2:  Parallel Session 8  -  10.50
 

Trueman, James
Anglia Ruskin University, UK
From little acorns: university wide implementation of GradeMark to transform the assessment and feedback experience
DAY 2:  Parallel Session 9  -  11.45
 

Tummons, Jonathan
Durham University, UK
Exploring tensions between developing and assessing critical reflective practice.
DAY 2:  Parallel Session 10  -  13.15
 

Vogel, Mira
UCL, UK
Enacting assessment principles with assessment technologies
DAY 2:  Parallel Session 9  -  11.45
 

Vossen, Paul Hubert
Independent Researcher, Germany
A fair group marking scheme by separating product and process assessment
DAY 1:  Parallel Session 5  -  16.20
 

Walsh, Elaine
University of Limerick, Ireland
Investigating the communication of written assessment instructions in higher education
DAY 1:  Poster & Pitch Session 3  -  17.00
 

Whitelock, Denise
The Open University, UK
Technology Enhanced Assessment: Do we have a sheep in wolves clothing?
DAY 2:  Keynote Speaker  -  14.00
 

Whitt, Emma
The University of Nottingham, UK
Supporting first-year undergraduate students' assessment literacy
DAY 2:  Parallel Session 10  -  13.15
 

Wilder, Kimberly
Edinburgh Napier University, UK
From fast food to a well-balanced diet: toward a programme focused approach to feedback
DAY 1:  Poster & Pitch Session 1  -  17.00
 

Wildschut, Peter
Rotterdam University, The Netherlands
Achieving even better assessment in higher education in the Netherlands
DAY 1:  Parallel Session 1  -  11.20
 
Problem solving assessment in the Netherlands
DAY 1:  Poster & Pitch Session 1  -  17.00
 

Wilton, Shauna
University of Alberta, Augustana, Canada
Riding the Wave: Faculty Perceptions of Assessment and Voluntary Compliance
DAY 1:  Poster & Pitch Session 1  -  17.00
 

Wong, Amy (Wai Yee)
School of Education, The University of Queensland, Australia
Social and Cultural Factors Influencing Consistency of Examiner Judgements in Competency-based Assessments - A Case Study in Medical Education
DAY 1:  Parallel Session 3  -  14.45
 

Woodacre, Ellie
University of Winchester, UK
Shades of meaning: An exploration of nuance in written and audio feedback
DAY 2:  Parallel Session 8  -  10.50
 

Yorke, Mantz
Lancaster University, UK
Identifying differences in performance between subgroups of students
DAY 1:  Parallel Session 3  -  14.45
 

Zhou, Jiming
Fudan University, China
Teacher learning communities in the service of peer assessment: from restricted to extended implementation
DAY 1:  Parallel Session 4  -  15.40