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Programme  Titles  Presenters  Topics 
Assessment for Social Justice
Assessment Regulations for fairness and equity: a suitable case for treatment
Marie Stowell*, Wayne Turnbull, Harvey Woolf
DAY 2:  Parallel Session 8  -  10.50
Access & Success: Ensuring equal opportunity in South African Higher Education
Naziema Jappie*
DAY 2:  Parallel Session 9  -  11.45
Culturally based learning preferences of students and online learning and assessment
Rita Ramos*
DAY 2:  Parallel Session 9  -  11.45
E-folio design for assessing students' lived realities
Nicky Meer*, Amanda Chapman
DAY 2:  Parallel Session 6  -  09.30
Formative Assessment for First Year Learning in Higher Education
Robert Prince*
DAY 1:  Parallel Session 5  -  16.20
Global Research Assessment Movement and the Changing Mission of Higher Education: Comparative Case Studies in China, Hong Kong, Japan and U.S.
Jun Li*, Jie Chen
DAY 1:  Parallel Session 1  -  11.20
Hegemony and Assessment: Notes from the Trenches
Caroline Sheedy*
DAY 1:  Parallel Session 2  -  12.00
How can we help international students to adapt to our Dutch assessment culture?
Ya Ping (Amy) Hsiao*
DAY 1:  Poster & Pitch Session 3  -  17.00
Identifying differences in performance between subgroups of students
Mantz Yorke*
DAY 1:  Parallel Session 3  -  14.45
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
Carole Sutton, Jane Collings*, Joanne Sellick
DAY 1:  Parallel Session 4  -  15.40
The Dark Arts of Assessment:  from SMART to social justice 
Jan McArthur*
DAY 1:  Keynote Speaker  -  13.40
Use of Personal Learning Gain Information to Empower Students
Gwyneth Hughes*
DAY 2:  Parallel Session 7  -  10.10
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Cultivating assessment literacy
A theory and evidence based model for post-marking moderation
Carmen Tomas*, Ender Ozcan
DAY 2:  Parallel Session 8  -  10.50
Achieving even better assessment in higher education in the Netherlands
Peter Wildschut*, Eric Entken
DAY 1:  Parallel Session 1  -  11.20
Building student assessment literacy - a shared vision of feedback
Julian Priddle*, Selina Grazia, Toby Carter, Grace Anderson, Erica Morris
DAY 1:  Poster & Pitch Session 3  -  17.00
Cultivating the Sector’s Assessment Literacy through a Conversational Approach
Terry Maguire, Geraldine O'Neill*, Eileen McEvoy
DAY 1:  Parallel Session 5  -  16.20
Cultivating staff assessment literacy in higher education: findings from an investigation into academic staff perceptions.
John Dermo*
DAY 1:  Parallel Session 3  -  14.45
Conceptualizing and developing feedback literacy
David Carless*
DAY 2:  Parallel Session 6  -  09.30
Examining the Examiner: Investigating the assessment literacy of external examiners
Emma Medland*
DAY 1:  Parallel Session 1  -  11.20
External examiners: Developing their assessment literacy and shared academic standards
Sue Bloxham*, Margaret Price, Chris Rust, Erica Morris, Andy Lloyd, Nicola Reimann, Teresa McConlogue
DAY 1:  Parallel Session 2  -  12.00
Exploring the role of formative feedback to design a pedagogic model for the international student’s adaptation journey
Martin Foo*
DAY 1:  Poster & Pitch Session 3  -  17.00
Hearing the student voice on their use of exemplars to support writing style.
Jane Headley*
DAY 2:  Parallel Session 7  -  10.10
Investigating the communication of written assessment instructions in higher education
Elaine Walsh*
DAY 1:  Poster & Pitch Session 3  -  17.00
Student and staff conceptions of assessment in the biomedical sciences: A pilot study
Yvonne Hodgson*, Loretta Garvey
DAY 1:  Poster & Pitch Session 3  -  17.00
Students' memory for feedback about past and future performance
Robert Nash*, Naomi Winstone
DAY 2:  Parallel Session 9  -  11.45
Supporting first-year undergraduate students' assessment literacy
Emma Whitt*, Carmen Tomas, Kate Bailey, Stephanie McDonald
DAY 2:  Parallel Session 10  -  13.15
Teacher learning communities in the service of peer assessment: from restricted to extended implementation
Jiming Zhou*, Jiangbo Wan
DAY 1:  Parallel Session 4  -  15.40
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Developing academic integrity and academic literacies through assessment
Can markers detect contract cheating? Results from an experimental study.
Phillip Dawson*, Wendy Sutherland-Smith
DAY 1:  Parallel Session 1  -  11.20
High-octane fuel? Incorporating a contextualised rubric within online feedback to stimulate higher-order learning
Philip Denton*, David McIlroy
DAY 1:  Parallel Session 4  -  15.40
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Enhancing assessment and feedback at programme and institutional level
Assessment and feedback review at a research-intensive institution
Teresa McConlogue*, Clare Goudy
DAY 2:  Parallel Session 6  -  09.30
Assessment Journey: a programme enhancing the educational experience and institutional effectiveness of assessment and feedback
Stuart Hepplestone*, Jonathan Childs
DAY 2:  Parallel Session 8  -  10.50
Building Peer Support: Developing Students' Feedback Skills
Tina Harvey*
DAY 1:  Parallel Session 5  -  16.20
Course assessment and feedback blueprinting: purposeful design of whole of course experience
Sheona Thomson*
DAY 2:  Parallel Session 6  -  09.30
Establishing the Infrastructure for Learning Outcomes Assessment
Walid Ibrahim*
DAY 1:  Parallel Session 3  -  14.45
Evaluating the impact of transforming assessment practice at Anglia Ruskin University
Erica Morris*, Sharon Waller
DAY 2:  Parallel Session 9  -  11.45
Evolving perceptions about peer-evaluation in students studying to be teachers
Elizabeth Ruiz Esparza Barajas*
DAY 1:  Parallel Session 1  -  11.20
Examining the Use of Assessment Rubrics in Higher Education: The Perspectives of University Lecturers
Andrea Scott-Bell, Linda Allin*
DAY 1:  Parallel Session 4  -  15.40
Feedback isn’t just a ‘thing’: Using TESTA and Activity Theory to enhance assessment practice and experience
Neil Lent*, Hazel Marzetti
DAY 1:  Parallel Session 1  -  11.20
Feedforward: conceptualisations and practices
Kay Sambell*, Nicola Reimann, Ian Sadler
DAY 1:  Pre-conference Master Classes  -  09.30
How do students experience assessment practices over a whole degree program? A pilot study.
Loretta Garvey*, Yvonne Hodgson
DAY 1:  Poster & Pitch Session 1  -  17.00
Is anyone listening? The Birmingham Assessment Change Initiative – what do academics really think about assessment and feedback?
Sarah King*, Lisa Coulson
DAY 1:  Parallel Session 2  -  12.00
Managing dialogue around exemplars
David Carless*
DAY 1:  Pre-conference Master Classes  -  09.30
Marking and moderating student work
Sue Bloxham*
DAY 1:  Pre-conference Master Classes  -  09.30
Meta-assessment to intervention: Improving Programme and Institutional Level Assessment to Support Student Learning.
Nicholas Curtis*, Robin Anderson
DAY 2:  Parallel Session 10  -  13.15
Moving Towards a Learning System: Implications of Assessment for Learning
David Marshall, Natasha Jankowski*
DAY 2:  Parallel Session 7  -  10.10
Pedagogies of Partnership - the joys and challenges of co-creation with students
Mark Huxham*
DAY 1:  Pre-conference Master Classes  -  09.30
Prizing Improvement: an Information Literacy Prize for engagement with feedback.
Ann Cleary*, Brid Delahunt, Moira Maguire, Lorna O'Connor, Jamie Ward
DAY 1:  Poster & Pitch Session 1  -  17.00
Social and Cultural Factors Influencing Consistency of Examiner Judgements in Competency-based Assessments - A Case Study in Medical Education
Amy (Wai Yee) Wong*, Karen Moni, Jill Thistlethwaite, Lata Vadlamudi, Christopher Roberts
DAY 1:  Parallel Session 3  -  14.45
Using a Toolkit to enhance institutional assessment and feedback practice
Amanda Sykes*, Moira Fischbacher-Smith
DAY 1:  Parallel Session 5  -  16.20
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Exploring approaches to assessment and feedback in higher education
A fair group marking scheme by separating product and process assessment
Ian Geoffrey Kennedy, Paul Hubert Vossen*
DAY 1:  Parallel Session 5  -  16.20
Assessing prior learning or developing new learning? The role of evidence in prior learning portfolios.
Helen Pokorny*
DAY 2:  Parallel Session 7  -  10.10
Assessment as a conversation in business degree programmes
Susan Scoffield*, Svetlana Warhurst, Monika Foster, Cathy Myles
DAY 2:  Parallel Session 10  -  13.15
Building courses to develop ‘evaluative judgement’: learning to make decisions about quality work
Phillip Dawson*, David Boud, Joanna Tai, Rola Ajjawi, Ernesto Panadero
DAY 1:  Parallel Session 4  -  15.40
Co-creation with students to improve assessment feedback: course-based approaches and enhanced project leadership 
Simon Brooman*, Sarah Nixon, Rebecca Murphy
DAY 1:  Parallel Session 4  -  15.40
Changing the rules:  Using self and peer assessment for summative evaluation
Sean Kearney*, Tim Perkins
DAY 2:  Parallel Session 7  -  10.10
Closing the GAP: Addressing Educational Inequality through Authentic Assessment
Rhona O'Brien*, Tina Harvey
DAY 1:  Parallel Session 4  -  15.40
Combining Formative Assessment, Peer-instruction, and Self-Assessment to measure Learning Gain and Confidence Gain: theory, practice, and evaluation
Fabio R Arico*
DAY 2:  Parallel Session 8  -  10.50
Engaging Students with Feedback: Improving satisfaction and attainment with students as co-designers
Lynne Mesher*, Rachael Brown, Martin Andrews
DAY 2:  Parallel Session 10  -  13.15
Enhancing learning and Teaching through Feedback in Teacher Education: Opportunities and Challenges
Margaret O'Keeffe*
DAY 1:  Parallel Session 3  -  14.45
Exam as an assessment instrument in computer programming courses: Student Perceptions
Suraj Ajit*
DAY 1:  Poster & Pitch Session 1  -  17.00
Exploring tensions between developing and assessing critical reflective practice.
Teti Dragas, Jonathan Tummons*
DAY 2:  Parallel Session 10  -  13.15
Exploring the effects of radical change to assessment and feedback processes: Applying Team-based learning in a social science module.
Catherine Robinson, Judy Cohen*
DAY 2:  Parallel Session 9  -  11.45
Exploring student perceptions of effective feedback
Liz Austen*, Cathy Malone
DAY 1:  Parallel Session 1  -  11.20
Feedback Masterclass
David Boud*
DAY 1:  Pre-conference Master Classes  -  09.30
Five go marking an examination question: the use of adaptive comparative judgement to remove subjective bias
Jill Barber*
DAY 1:  Parallel Session 1  -  11.20
From fast food to a well-balanced diet: toward a programme focused approach to feedback
Kimberly Wilder*, David Carless, Mark Huxham, Velda McCune, Joan McLatchie, Tansy Jessop, Hazel Marzetti
DAY 1:  Poster & Pitch Session 1  -  17.00
Identities of international undergraduate students in their feedback and assessment discourses.
Karen Olave*
DAY 2:  Parallel Session 7  -  10.10
Integrated Assessment on a Degree: Easing the Transition to the Workplace
Jill Clark*, Julie McGowan
DAY 2:  Parallel Session 6  -  09.30
Investigating assessment in HE: Emotional Labour exploring the toil of marking and grading
Fiona Meddings*
DAY 1:  Parallel Session 3  -  14.45
Learning or grades? A case for changing assessment to pass/fail marking.
Muireann O'Keeffe*, Clare Gormley, Pip Bruce Ferguson
DAY 2:  Parallel Session 10  -  13.15
Life Long Learning in the field of Education in the Netherlands 
Inge Oudkerk Pool*, Janneke Riksen
DAY 2:  Parallel Session 8  -  10.50
Problem solving assessment in the Netherlands
Peter Wildschut*, Chrisma Immens, Inge Oudkerk Pool, Annemiek Beersma
DAY 1:  Poster & Pitch Session 1  -  17.00
Riding the Wave: Faculty Perceptions of Assessment and Voluntary Compliance
Shauna Wilton*, Mélanie Méthot, Sheryl Gares, Paul Johnson
DAY 1:  Poster & Pitch Session 1  -  17.00
Students’ informal peer feedback networks
Rita Headington*
DAY 1:  Parallel Session 2  -  12.00
Shades of meaning: An exploration of nuance in written and audio feedback
Jane Jones, Sandy Stockwell, Ellie Woodacre*, Nick Purkis
DAY 2:  Parallel Session 8  -  10.50
The implications of peer assessment feedback for tutors' and students' communities of practice: a qualitative interview study of successful tutors
Paul Orsmond*, Stephen Merry
DAY 1:  Parallel Session 3  -  14.45
The reliability and validity of peer assessment based on comparative judgements
Maarten Goossens*, Renske Bouwer, Sven De Maeyer
DAY 1:  Parallel Session 2  -  12.00
The State of Affairs of Assessment in U.S Higher Education - Results from a National Survey
Matthew Gulliford*, Courtney Peagler
DAY 1:  Parallel Session 4  -  15.40
Using Concept Assessments to Evaluate Student Learning Gains and Course Curriculum Revision
Kathy Nomme*, Natalie Schimpf, Pamela Kalas
DAY 1:  Parallel Session 2  -  12.00
Using posters for formative and summative assessment: from reducing marking load to supporting ways of thinking and practising in the discipline
Nicola Reimann*, Jonathan Tummons
DAY 2:  Parallel Session 6  -  09.30
What are effective feedback practices? Views from staff, students and the literature
Michael Henderson, Phillip Dawson*, Tracii Ryan, David Boud, Michael Phillips, Paige Mahoney
DAY 2:  Parallel Session 8  -  10.50
Y1Feedback: An Irish Multi-Institutional Project Exploring Dialogic Feedback Approaches for First Year
Lisa O'Regan*, Nuala Harding, Brown Mark, Maguire Moira, Morag Munro, Seamus Ryan, Orna Farrell, Gerry Gallagher
DAY 1:  Parallel Session 5  -  16.20
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Integrating digital tools and technologies for assessment
Assessment through sound and pictures. Using digital storytelling to extend student reflection on learning beyond the written word
Cecile Jones*, Darren Gash
DAY 2:  Parallel Session 6  -  09.30
Computer marking of open-ended responses with open source tools
Tim Hunt*
DAY 1:  Poster & Pitch Session 2  -  17.00
Does formative assessment and reflection help learn a skill?
Rachel Davies*, Mark Ford, Isla Taberrer, Julie Struthers
DAY 2:  Parallel Session 8  -  10.50
Digitizing but Diversifying Assessment Formats
Sofie Emmertsen*
DAY 1:  Parallel Session 2  -  12.00
Enacting assessment principles with assessment technologies
Elodie Douarin, Mira Vogel*
DAY 2:  Parallel Session 9  -  11.45
Enhancing digital literacy and employability through portfolio assessment
Dawn Theresa Nicholson*
DAY 1:  Parallel Session 3  -  14.45
From computer-marked assessment to assessment analytics
Sally Jordan*
DAY 2:  Parallel Session 10  -  13.15
From little acorns: university wide implementation of GradeMark to transform the assessment and feedback experience
James Trueman*
DAY 2:  Parallel Session 9  -  11.45
Internationalising Summative Assessment through Simulations: Chinese and South East Asian Student Perspectives
David Brown*, Ian Charity, Andrew Robson
DAY 2:  Parallel Session 7  -  10.10
Supporting the transition to higher education assessment: An evaluation of an online feedback access training approach for students
Michael Hast*
DAY 1:  Poster & Pitch Session 2  -  17.00
Technology Enhanced Assessment Methods (TEAM) in Science and Health Practical sessions: a progress report on an Irish multi-institutional initiative.
Ronan Bree, Edel Healy, Moira Maguire*, Don Faller, Nuala Harding, Ann Mulvihill, Dina Brazil, David Dowling, Yvonne Kavanagh, Gina Noonan, Akinlolu Akande, David Doyle, Jeremy Bird
DAY 1:  Poster & Pitch Session 2  -  17.00
Technology Enhanced Assessment: Do we have a sheep in wolves clothing?
Denise Whitelock*
DAY 2:  Keynote Speaker  -  14.00
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.
Amanda Firth*, Maria Evans, Joy Robbins
DAY 1:  Parallel Session 5  -  16.20
The reliability and validity of comparative judgements with D-PAC, a Digital Platform for the Assessment of Competences
Renske Bouwer*, Maarten Goossens, San Verhavert, Sven De Maeyer
DAY 1:  Poster & Pitch Session 2  -  17.00
Toward best practice in implementing a student-authored wikitextbook assignment
Paul Collins*
DAY 1:  Parallel Session 2  -  12.00
Using Assessment Technology to provide evidence against TEF Aspects of Quality and a better understanding of institutional effectiveness.
Richard Nelson*
DAY 2:  Parallel Session 7  -  10.10
Wrangling e-exams: authenticity, integrity, and scalability
Mathew Hillier*
DAY 2:  Parallel Session 6  -  09.30
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