|Parallel Session 1
|Day, theme etc., 11.20am
||Developing and Embedding Inclusive Assessment across Plymouth University
Pauline Kneale, Jane Collings*
Plymouth University, UK
||Written Assessment and Feedback Practices in Postgraduate Taught Courses: an international perspective.
Victor Guillen Solano1
1Sheffield Hallam University, UK, 2The University of Sheffield, UK
||Impact on Student Learning: Does Assessment Really Make A Difference?
1University of Illinois Urbana-Champaign, USA, 2National Institute for Learning Outcomes Assessment, USA
||“Another brick in the wall”? Teachers’ representations about assessment and teacher education processes.
Serafina Pastore*1, Monica Pentassuglia2
1University of Bari, Italy, 2University of Verona, Italy
||Measuring the impact of high quality instant feedback on learning.
Stephen Nutbrown*1, Su Beesley2, Colin Higgins1
1University of Nottingham, UK, 2Nottingham Trent University, UK
||The influence of students' epistemic beliefs on their satisfaction with assessment and feedback
Oxford Brookes University, UK
||I wish I could believe you: the frustrating unreliability of some assessment research
Tim Hunt*1, Sally Jordan2
1Information Technology, The Open University, UK, 2Department of Physical Sciences, The Open University, UK
||Investigating the feedback gap(s) in pre-service language teacher education: What is the Emperor really wearing (and who will tell)?
||Learner engagement with Interactive Computer Marked Assignments on beginners’ language modules
Anna Proudfoot*, Anna Comas-Quinn, Ursula Stickler, Qian Kan, Tim Jilg
The Open University, UK