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Programme  Titles  Presenters  Topics 
Title Index
: "The Whole is Greater than the Sum of its Parts": a JISC-funded project to evaluate digitally-enhanced patchwork text assessment in a range of subject disciplines.  
Caroline Marcangelo1
1University of Cumbria, UK, 2JISC, UK
Day :  Parallel Session 5  -  14.40 - 15.10
A Holistic and Integrative Approach to Assessment for Learning
Diana Vinke*, Caroline Hummels
Eindhoven University of Technology, Department of Industrial Design, The Netherlands
Day :  Parallel Session 6  -  15.20 - 15.50
"A revival of the art of deep thought":  is synoptic assessment the answer?
Trish Murray*, Rachel Horn
University of Sheffield, UK
Day :  Poster presentations  -  13.30 - 14.00
A testing experience!
Ruth Mitchell*, Marjorie Keys
Edinburgh Napier University, UK
Day :  Parallel Session 5  -  14.40 - 15.10
An integrated assessment process using poster presentations: old wine in a new bottle?
Helen Martin*, Catriona MacDonald, Dean Robson
University of Aberdeen, UK
Day :  Parallel Session 4  -  14.00 - 14.30
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
Day :  Parallel Session 2  -  11.40 - 12.10
Assessing and assuring the achievement of discipline-specific graduate learning outcomes
Clair Hughes
The University of Queensland, Australia
Day :  Parallel Session 4  -  14.00 - 14.30
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
Day :  Parallel Session 2  -  11.40 - 12.10
Assessment as a practice done with students rather than a practice done to them!
Jo Miller
University of West of England, UK
Day :  Parallel Session 1  -  11.00 - 11.30
Assessment for Learning: supporting post graduate students’
Margo McKeever
University of Northumbria, UK
Day :  Parallel Session 4  -  14.00 - 14.30
Becoming an assessor and learning about assessment: how and what do HE staff learn?
Nicola Reimann*1, Liz McDowell1, Angelina Wilson1, Kerry Harman2
1Northumbria University, UK, 2Middlesex University, UK
Day :  Parallel Session 5  -  14.40 - 15.10
Comparing the scope of on line assessment and work-based project assessment
Linda Martin*1, Minttu Raty2
1Coventry University, UK, 2Laurea University, Finland
Day :  Poster presentations  -  13.30 - 14.00
Designing a Programme wide assessment matrix and schedule of submission dates on the BA in Applied Social Studies (Social Care)   
Lillian Lancaster*, Sheelagh Collier
IT CARLOW, Ireland
Day :  Poster presentations  -  13.30 - 14.00
Designing assessment for autonomous learning
Marie Hay*, Lucy Mathers
De Montfort University, UK
Day :  Parallel Session 2  -  11.40 - 12.10
Developing competency and confidence through assessment for learning.
Jill Gilthorpe*, John Stephens
Northumbria University, UK
Day :  Poster presentations  -  13.30 - 14.00
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
Day :  Parallel Session 2  -  11.40 - 12.10
Emotions and engagement: Exploring the affective dimension of feedback 
Samantha McGinty
De Montfort University, UK
Day :  Parallel Session 3  -  12.20 - 12.50
Engaging students in assessment for learning in a modularised environment
Rosario Hernández
University College Dublin, Ireland
Day :  Parallel Session 6  -  15.20 - 15.50
Exploring the Rules of Engagement via Exemplars: enhancing staff and student dialogue about assessment and learning practice.
Kay Sambell
Northumbria University, UK
Day :  Poster presentations  -  13.30 - 14.00
External examining in the UK: investigating the conceptions of academic standards that underpin the role
Sue Bloxham
University of Cumbria, UK
Day :  Parallel Session 5  -  14.40 - 15.10
"For now we see through a glass, darkly." Illuminating assessment.
Wayne Turnbull*, Elizabeth Clifford, Clare Milsom
Liverpool John Moores University, UK
Day :  Parallel Session 3  -  12.20 - 12.50
Guiding effective change in UK assessment practice
Sue Bloxham*1, Sally Brown1
1University of Cumbria, UK, 2Leeds Metropolitan University, UK
Day :  Parallel Session 6  -  15.20 - 15.50
Holistic assessment design: Reality, possibility or elusive ideal?
Rita Headington*, Mark Kerrigan-Holt
University of Greenwich, UK
Day :  Parallel Session 5  -  14.40 - 15.10
How should you assess my higher level development outcomes?
John Cowan
Edinburgh Napier University, UK
Day :  Parallel Session 1  -  11.00 - 11.30
It's Good to Talk: Feedback, Dialogue and Learning 
Alasdair Blair*, Sam McGinty
De Montfort University, UK
Day :  Poster presentations  -  13.30 - 14.00
It's the discipline, stupid: why feedback and assessment is problematic for Politics
Alasdair Blair*1, Samantha McGinty1, Steven Curtis1, Sarah Richardson1,2
1De Montfort University, UK, 2Warwick University, UK
Day :  Parallel Session 6  -  15.20 - 15.50
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.
Rod Cullen
Manchester Metropolitan University, UK
Day :  Parallel Session 2  -  11.40 - 12.10
Links for learning: providing hyperlinks in tutor feedback
Deirdre Burke
University of Wolverhampton, UK
Day :  Poster presentations  -  13.30 - 14.00
Making feedback democratic?: Exploring opportunities for meaningful assessment conversations
Will Curtis, Jane McDonnell*
De Montfort University, UK
Day :  Parallel Session 3  -  12.20 - 12.50
Mentor Scheme
ZABIN VISRAM*, SUSANNE BAKER
Thames Valley University, UK
Day :  Poster presentations  -  13.30 - 14.00
Motivating learning in group projects through self and peer assessment
John McGarrigle
IT Carlow, Ireland
Day :  Parallel Session 3  -  12.20 - 12.50
Mouse-click plagiarism: can technology help to fight back?
Kay Tulley Pitchford
University of Cumbria, UK
Day :  Parallel Session 4  -  14.00 - 14.30
Preparing international students for assessments
ZABIN VISRAM*, INGRID KANUGA
Thames Valley University, UK
Day :  Poster presentations  -  13.30 - 14.00
Reconceptualising Subjectivity in Assessment
Emma Medland
King's College London, UK
Day :  Parallel Session 1  -  11.00 - 11.30
Reframing Boud's Model of Sustainable Assessment
Tham Nguyen
University of Nottingham, UK
Day :  Parallel Session 6  -  15.20 - 15.50
Rich assessment tasks for assessing benchmarking statements
Clair Hughes
The University of Queensland, Australia
Day :  Parallel Session 6  -  15.20 - 15.50
Self-reflection and peer assessment - a way to effectively develop autonomous learners in HE?
Jarka Glassey
Newcastle University, UK
Day :  Parallel Session 2  -  11.40 - 12.10
Standardising assessment marking schemes: ‘fit for purpose' across a diverse range of medical student-selected components (SSCs)
David Bell, Vivienne Crawford*
SSC Management Group, Centre for Medical Education, The Queen's University of Belfast, UK
Day :  Poster presentations  -  13.30 - 14.00
Student peer assessment of online discussions at Masters level
Marjorie Keys*, Ruth Mitchell
Edinburgh Napier University, UK
Day :  Poster presentations  -  13.30 - 14.00
Supporting engagement, completion, retention and progression - viva voce (with living voice)
Richard Chipps
De Montfort University, UK
Day :  Parallel Session 4  -  14.00 - 14.30
The assessment life-cycle: an institutional perspective on e-assessment and feedback
Jane McNeil*1, Michaela Borg2, Carmen Tomas3
1Nottingham Trent University, UK, 2Nottingham Trent University, UK, 3Nottingham Trent University, UK
Day :  Parallel Session 5  -  14.40 - 15.10
The assessment, marking and feedback inventory (AMFI): a tool for exploring the practitioner perspective.
Lin Norton*, Bill Norton, Kamel Mansi
Liverpool Hope University, UK
Day :  Parallel Session 3  -  12.20 - 12.50
The evaluation of a new module assessment for postgraduate students; moving from the traditional essay to the production of a conference abstract and academic poster. 
Lesley Geddes*, Alison Machin, Maggie Coates
Northumbria University, UK
Day :  Poster presentations  -  13.30 - 14.00
The evaluative dimension of the quality assurance processes: what models for higher education institutions?
Francisca CABEZAS
Université de Paris Ouest Nanterre, France
Day :  Poster presentations  -  13.30 - 14.00
The place of trust in learning-oriented assessment: the case of the teaching portfolio
Claire Stocks*1,2, Chris Trevitt2
1University of Manchester, UK, 2University of Oxford, UK
Day :  Parallel Session 4  -  14.00 - 14.30
The Ugly Truth About Feedback: students share their views
Laura Holohan*, Nathalie Jellings, Amy Halsall, Sarah Yates
Sheffield Hallam University, UK
Day :  Parallel Session 4  -  14.00 - 14.30
The use of Collaborative Assignments  in undergraduate modules in Languages, Linguistics & TESOL
Veronica Brock
University of Wolverhampton, UK
Day :  Poster presentations  -  13.30 - 14.00
The use of feedback on draft essays: exploring impact on learning, students’ perceptions and practicalities
Krista Court
University of Cumbria, UK
Day :  Parallel Session 1  -  11.00 - 11.30
The use of online clinical quandaries as a means of providing immediate feedback in professional education
McKenzie Karen*, Fawns Tim
University of Edinburgh, UK
Day :  Parallel Session 1  -  11.00 - 11.30
Theorizing assessment design: Reconfiguring strategic positions.
Paul Sutton
University College Plymouth, UK
Day :  Parallel Session 2  -  11.40 - 12.10
Tipping out the Boot Grit:  the use of on-going feedback devices to enhance feedback dialogue
Jan McArthur1, Mark Huxham2, Jenny Hounsell1, Jenny Scoles*3
1University of Edinburgh, UK, 2Edinburgh Napier University, UK, 3Stirling University, UK
Day :  Parallel Session 3  -  12.20 - 12.50
Title: Involving students in assessment & feedback: how might tutors and students develop a shared understanding of the rationale for this approach?
Donna Hurford
University of Cumbria, UK
Day :  Parallel Session 3  -  12.20 - 12.50
To what extent can e-assessment methodology encourage reflective practice in placement students?
Pritpal Sembi
University of Wolverhampton, UK
Day :  Parallel Session 1  -  11.00 - 11.30
Tutors' Perceptions of the Application and Effectiveness of Peer Assessment in the Multicultural Classroom in UK Higher Education: A case study
Meng Fan
Newcastle University, UK
Day :  Parallel Session 1  -  11.00 - 11.30
"Using Formative Feedback to develop international students' academic skills"
Caroline Burns*, Martin Foo
Northumbria University, UK
Day :  Parallel Session 2  -  11.40 - 12.10
Using Formative Individual and Team Assessment to Promote Higher-order Learning in Postgraduate Critical Care Nursing
Colin Mason*1, Judy Currey1, Larry Michaelsen2
1Deakin University, Australia, 2University of Central Missouri, USA
Day :  Parallel Session 6  -  15.20 - 15.50
Using programme assessment to promote reflective learning and clinical reasoning skills: a case study.
Karen Hambly*2, Judy Cohen1
1University of Kent, UK, 2University of Kent, UK
Day :  Poster presentations  -  13.30 - 14.00
Varieties of programme based assessment
Peter Hartley*, Ruth Whitfield
University of Bradford, UK
Day :  Parallel Session 5  -  14.40 - 15.10
Viewpoints: encouraging creativity and innovation in assessment and feedback practice
Jill Harrison, Catherine O'Donnell*
University of Ulster, UK
Day :  Poster presentations  -  13.30 - 14.00
Why is feedback in Higher Education not more effective?  Exploring students' emotional actions and reactions
Edd Pitt
Liverpool Hope University, UK
Day :  Parallel Session 1  -  11.00 - 11.30