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Parallel Session 4
DAY 1, 15.40

4.1 Teacher learning communities in the service of peer assessment: from restricted to extended implementation
Jiming Zhou*, Jiangbo Wan
Fudan University, China
4.2 Examining the Use of Assessment Rubrics in Higher Education: The Perspectives of University Lecturers
Andrea Scott-Bell, Linda Allin*
Northumbria University, UK
4.3 The State of Affairs of Assessment in U.S Higher Education - Results from a National Survey
Matthew Gulliford*, Courtney Peagler
Taskstream, USA
4.4 High-octane fuel? Incorporating a contextualised rubric within online feedback to stimulate higher-order learning
Philip Denton*, David McIlroy
Liverpool John Moores University, UK
4.5 Closing the GAP: Addressing Educational Inequality through Authentic Assessment
Rhona O'Brien*1, Tina Harvey1
1University of Cumbria, UK, 2University of Cumbria, -
4.6 Building courses to develop ‘evaluative judgement’: learning to make decisions about quality work
Phillip Dawson*1, David Boud1, Joanna Tai1, Rola Ajjawi1, Ernesto Panadero2
1Deakin University, Australia, 2Universidad Autónoma de Madrid, Spain
4.7 Co-creation with students to improve assessment feedback: course-based approaches and enhanced project leadership 
Simon Brooman*, Sarah Nixon, Rebecca Murphy
Liverpool John Moores University, UK
4.8 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
Plymouth University, UK