|Parallel Session 7
|Day , 9.15am
||Placement for Access and a Fair Chance of Success in South African Higher Education Institutions
University of Cape Town, South Africa
||Students' responses to learning-oriented assessment
University of Hong Kong, Hong Kong
||How mature are your institutional policies for academic integrity?
Coventry University, UK
||Why is formative assessment so complicated? What is behind the push-me, pull-you relationship between theory and practice and how can we all move forward?
1University of Southern Denmark, Denmark, 2University of Cumbria, UK
||Changing the Assessment Imagination: designing a supra-programme assessment framework at Faculty level.
Jessica Evans*1, Simon Bromley2
1The Open University, UK, 2Sheffield Hallam University, UK
||“Leave me alone, I’m trying to do my work” - The discrepancies between staff and students’ perceptions of feedback and assessment practices
Monika Pazio*, Duncan McKenna
University of Greenwich, UK
||The impact of the assessment process and the international MA-TESOL course on the professional identity of Vietnamese student teachers
David Leat1, Tran Thanh Nhan*1,2
1Newcastle University, UK, 2Vietnam National University, Viet Nam
||Conceptualising Fellowship of the Higher Education Academy (HEA) as an assessment process
Nicola Reimann*1,2, Ian Sadler3
1Until April: Northumbria University, UK, 2From May: University of Durham, UK, 3York St John University, UK