|Parallel Session 2
|Day , 11.40 - 12.10
||Theorizing assessment design: Reconfiguring strategic positions.
University College Plymouth, UK
||Approaches to Reassessment - How Does Our Practice Vary?
Graham Taylor-Russell*1, Marie Stowell2, Harvey Woolf3
1London Metropolitan University, UK, 2University of Worcester, UK, 3University of Wolverhampton, UK
||Designing assessment for autonomous learning
Marie Hay*, Lucy Mathers
De Montfort University, UK
||Self-reflection and peer assessment - a way to effectively develop autonomous learners in HE?
Newcastle University, UK
||"Using Formative Feedback to develop international students' academic skills"
Caroline Burns*, Martin Foo
Northumbria University, UK
||Dyslexia and Extended Assignments: an empirical investigation into the rationale for alternative assessment and an inclusive curriculum
Sandy Alden*, Nuala Davis, Venda Louise Pollock
Newcastle University, UK, UK
||Assessing practical laboratory skills in undergraduate molecular biology courses
Lynne Hunt1, Annette Koenders2, Vidar Gynnild*3
1University of Southern Queensland, Australia, 2Edith Cowan University, Australia, 3Norwegian University of Science and Technology, Norway
||Just how long is a piece of string? An evaluation of tutor time invested in producing feedback on formative assessments in written proforma, audio recording and video-screen capture formats.
Manchester Metropolitan University, UK