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Programme  Titles  Presenters  Topics 
Title Index
A fair group marking scheme by separating product and process assessment
Ian Geoffrey Kennedy2, Paul Hubert Vossen*1
1Independent Researcher, Germany, 2Independent Researcher, South Africa
DAY 1:  Parallel Session 5  -  16.20
A theory and evidence based model for post-marking moderation
Carmen Tomas*, Ender Ozcan
University of Nottingham, UK
DAY 2:  Parallel Session 8  -  10.50
Access & Success: Ensuring equal opportunity in South African Higher Education
Naziema Jappie
University of Cape Town, South Africa
DAY 2:  Parallel Session 9  -  11.45
Achieving even better assessment in higher education in the Netherlands
Peter Wildschut*, Eric Entken
Rotterdam University, The Netherlands
DAY 1:  Parallel Session 1  -  11.20
Assessing prior learning or developing new learning? The role of evidence in prior learning portfolios.
Helen Pokorny
University of Westminster, UK
DAY 2:  Parallel Session 7  -  10.10
Assessment and feedback review at a research-intensive institution
Teresa McConlogue*, Clare Goudy
UCL, UK
DAY 2:  Parallel Session 6  -  09.30
Assessment as a conversation in business degree programmes
Susan Scoffield*1, Svetlana Warhurst2, Monika Foster3, Cathy Myles4
1Manchester Metropolitan University, UK, 2University of Essex, UK, 3Edinburgh Napier University, UK, 4University of Leeds, UK
DAY 2:  Parallel Session 10  -  13.15
Assessment Journey: a programme enhancing the educational experience and institutional effectiveness of assessment and feedback
Stuart Hepplestone*, Jonathan Childs
Sheffield Hallam University, UK
DAY 2:  Parallel Session 8  -  10.50
Assessment Regulations for fairness and equity: a suitable case for treatment
Marie Stowell*1,4, Wayne Turnbull2,5, Harvey Woolf3,4
1University of Worcester, UK, 2Liverpool John Moores University, UK, 3formerly University of Wolverhampton, UK, 4Student Assessment and Classification Working Group, UK, 5Northern Universities Consortium, UK
DAY 2:  Parallel Session 8  -  10.50
Assessment through sound and pictures. Using digital storytelling to extend student reflection on learning beyond the written word
Cecile Jones*, Darren Gash
University of surrey, UK
DAY 2:  Parallel Session 6  -  09.30
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
DAY 1:  Parallel Session 4  -  15.40
Building Peer Support: Developing Students' Feedback Skills
Tina Harvey
University of Cumbria, UK
DAY 1:  Parallel Session 5  -  16.20
Building student assessment literacy - a shared vision of feedback
Julian Priddle*, Selina Grazia, Toby Carter, Grace Anderson, Erica Morris
Anglia Ruskin University, UK
DAY 1:  Poster & Pitch Session 3  -  17.00
Can markers detect contract cheating? Results from an experimental study.
Phillip Dawson*, Wendy Sutherland-Smith
Deakin University, Australia
DAY 1:  Parallel Session 1  -  11.20
Changing the rules:  Using self and peer assessment for summative evaluation
Sean Kearney*, Tim Perkins
University of Notre Dame Australia, Australia
DAY 2:  Parallel Session 7  -  10.10
Closing the GAP: Addressing Educational Inequality through Authentic Assessment
Rhona O'Brien*1, Tina Harvey1
1University of Cumbria, UK, 2University of Cumbria, -
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
Liverpool John Moores University, UK
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
University of East Anglia, UK
DAY 2:  Parallel Session 8  -  10.50
Computer marking of open-ended responses with open source tools
Tim Hunt
The Open University, UK
DAY 1:  Poster & Pitch Session 2  -  17.00
Conceptualizing and developing feedback literacy
David Carless
University of Hong Kong, Hong Kong
DAY 2:  Parallel Session 6  -  09.30
Course assessment and feedback blueprinting: purposeful design of whole of course experience
Sheona Thomson
QUT, Australia
DAY 2:  Parallel Session 6  -  09.30
Cultivating staff assessment literacy in higher education: findings from an investigation into academic staff perceptions.
John Dermo
University of Salford, UK
DAY 1:  Parallel Session 3  -  14.45
Cultivating the Sector’s Assessment Literacy through a Conversational Approach
Terry Maguire, Geraldine O'Neill*, Eileen McEvoy
National Forum for the Enhancement of Teaching and Learning, Ireland
DAY 1:  Parallel Session 5  -  16.20
Culturally based learning preferences of students and online learning and assessment
Rita Ramos
University of the Philippines Open University, The Philippines
DAY 2:  Parallel Session 9  -  11.45
Digitizing but Diversifying Assessment Formats
Sofie Emmertsen
Inspera, Norway
DAY 1:  Parallel Session 2  -  12.00
Does formative assessment and reflection help learn a skill?
Rachel Davies*, Mark Ford, Isla Taberrer, Julie Struthers
University of St Andrews, UK
DAY 2:  Parallel Session 8  -  10.50
E-folio design for assessing students' lived realities
Nicky Meer*, Amanda Chapman
University of Cumbria, UK
DAY 2:  Parallel Session 6  -  09.30
Enacting assessment principles with assessment technologies
Elodie Douarin, Mira Vogel*
UCL, UK
DAY 2:  Parallel Session 9  -  11.45
Engaging Students with Feedback: Improving satisfaction and attainment with students as co-designers
Lynne Mesher*, Rachael Brown, Martin Andrews
University of Portsmouth, UK
DAY 2:  Parallel Session 10  -  13.15
Enhancing digital literacy and employability through portfolio assessment
Dawn Theresa Nicholson
Manchester Metropolitan University, UK
DAY 1:  Parallel Session 3  -  14.45
Enhancing learning and Teaching through Feedback in Teacher Education: Opportunities and Challenges
Margaret O'Keeffe
University of Limerick, Ireland
DAY 1:  Parallel Session 3  -  14.45
Establishing the Infrastructure for Learning Outcomes Assessment
Walid Ibrahim
UAE University, United Arab Emirates
DAY 1:  Parallel Session 3  -  14.45
Evaluating the impact of transforming assessment practice at Anglia Ruskin University
Erica Morris*, Sharon Waller
Anglia Ruskin University, UK
DAY 2:  Parallel Session 9  -  11.45
Evolving perceptions about peer-evaluation in students studying to be teachers
Elizabeth Ruiz Esparza Barajas
Universidad de Sonora, Mexico
DAY 1:  Parallel Session 1  -  11.20
Exam as an assessment instrument in computer programming courses: Student Perceptions
Suraj Ajit
University of Northampton, UK
DAY 1:  Poster & Pitch Session 1  -  17.00
Examining the Examiner: Investigating the assessment literacy of external examiners
Emma Medland
University of Surrey, UK
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*
Northumbria University, UK
DAY 1:  Parallel Session 4  -  15.40
Exploring student perceptions of effective feedback
Liz Austen*, Cathy Malone
Sheffield Hallam University, UK
DAY 1:  Parallel Session 1  -  11.20
Exploring tensions between developing and assessing critical reflective practice.
Teti Dragas, Jonathan Tummons*
Durham University, UK
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*
University of Kent, UK
DAY 2:  Parallel Session 9  -  11.45
Exploring the role of formative feedback to design a pedagogic model for the international student’s adaptation journey
Martin Foo
Queen Margaret University, UK
DAY 1:  Poster & Pitch Session 3  -  17.00
External examiners: Developing their assessment literacy and shared academic standards
Sue Bloxham*2, Margaret Price4, Chris Rust4, Erica Morris1, Andy Lloyd3, Nicola Reimann6, Teresa McConlogue5
1Higher Education Academy, UK, 2University of Cumbria, UK, 3Cardiff University, UK, 4Oxford Brookes University, UK, 5University College London, UK, 6Durham University, UK
DAY 1:  Parallel Session 2  -  12.00
Feedback isn’t just a ‘thing’: Using TESTA and Activity Theory to enhance assessment practice and experience
Neil Lent*, Hazel Marzetti
University of Edinburgh, UK
DAY 1:  Parallel Session 1  -  11.20
Feedback Masterclass
David Boud
Deakin University, Australia
DAY 1:  Pre-conference Master Classes  -  09.30
Feedforward: conceptualisations and practices
Kay Sambell*1, Nicola Reimann2, Ian Sadler3
1Edinburgh Napier University, UK, 2Durham University, UK, 3Liverpool John Moore's University, UK
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
University of Manchester, UK
DAY 1:  Parallel Session 1  -  11.20
Formative Assessment for First Year Learning in Higher Education
Robert Prince
University of Cape Town, South Africa
DAY 1:  Parallel Session 5  -  16.20
From computer-marked assessment to assessment analytics
Sally Jordan
The Open University, UK
DAY 2:  Parallel Session 10  -  13.15
From fast food to a well-balanced diet: toward a programme focused approach to feedback
Kimberly Wilder*1, David Carless2, Mark Huxham1, Velda McCune3, Joan McLatchie1, Tansy Jessop4, Hazel Marzetti3
1Edinburgh Napier University, UK, 2University of Hong Kong, China, 3University of Edinburgh, UK, 4Southampton Solent University, UK
DAY 1:  Poster & Pitch Session 1  -  17.00
From little acorns: university wide implementation of GradeMark to transform the assessment and feedback experience
James Trueman
Anglia Ruskin University, UK
DAY 2:  Parallel Session 9  -  11.45
Global Research Assessment Movement and the Changing Mission of Higher Education: Comparative Case Studies in China, Hong Kong, Japan and U.S.
Jun Li*1, Jie Chen2
1University of Hong Kong, China, 2International Christian School, China
DAY 1:  Parallel Session 1  -  11.20
Hearing the student voice on their use of exemplars to support writing style.
Jane Headley
Harper Adams University, UK
DAY 2:  Parallel Session 7  -  10.10
Hegemony and Assessment: Notes from the Trenches
Caroline Sheedy
DKIT, Ireland
DAY 1:  Parallel Session 2  -  12.00
High-octane fuel? Incorporating a contextualised rubric within online feedback to stimulate higher-order learning
Philip Denton*, David McIlroy
Liverpool John Moores University, UK
DAY 1:  Parallel Session 4  -  15.40
How can we help international students to adapt to our Dutch assessment culture?
Ya Ping (Amy) Hsiao
Tilburg University, The Netherlands
DAY 1:  Poster & Pitch Session 3  -  17.00
How do students experience assessment practices over a whole degree program? A pilot study.
Loretta Garvey*, Yvonne Hodgson
Monash University, Australia
DAY 1:  Poster & Pitch Session 1  -  17.00
Identifying differences in performance between subgroups of students
Mantz Yorke
Lancaster University, UK
DAY 1:  Parallel Session 3  -  14.45
Identities of international undergraduate students in their feedback and assessment discourses.
Karen Olave
The University of Queensland, Australia
DAY 2:  Parallel Session 7  -  10.10
Integrated Assessment on a Degree: Easing the Transition to the Workplace
Jill Clark*, Julie McGowan
Le Cordon Bleu New Zealand, New Zealand
DAY 2:  Parallel Session 6  -  09.30
Internationalising Summative Assessment through Simulations: Chinese and South East Asian Student Perspectives
David Brown*, Ian Charity, Andrew Robson
Northumbria University, UK
DAY 2:  Parallel Session 7  -  10.10
Investigating assessment in HE: Emotional Labour exploring the toil of marking and grading
Fiona Meddings
University of Bradford, UK
DAY 1:  Parallel Session 3  -  14.45
Investigating the communication of written assessment instructions in higher education
Elaine Walsh
University of Limerick, Ireland
DAY 1:  Poster & Pitch Session 3  -  17.00
Is anyone listening? The Birmingham Assessment Change Initiative – what do academics really think about assessment and feedback?
Sarah King*, Lisa Coulson
University of Birmingham, UK
DAY 1:  Parallel Session 2  -  12.00
Learning or grades? A case for changing assessment to pass/fail marking.
Muireann O'Keeffe*, Clare Gormley, Pip Bruce Ferguson
DCU, Ireland
DAY 2:  Parallel Session 10  -  13.15
Life Long Learning in the field of Education in the Netherlands 
Inge Oudkerk Pool*, Janneke Riksen
Hogeschool van Amsterdam, The Netherlands
DAY 2:  Parallel Session 8  -  10.50
Managing dialogue around exemplars
David Carless
University of Hong Kong, Hong Kong
DAY 1:  Pre-conference Master Classes  -  09.30
Marking and moderating student work
Sue Bloxham
University of Cumbria, UK
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
James Madison University, USA
DAY 2:  Parallel Session 10  -  13.15
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
DAY 1:  Parallel Session 4  -  15.40
Moving Towards a Learning System: Implications of Assessment for Learning
David Marshall2, Natasha Jankowski*1,2
1University of Illinois Urbana Champaign, USA, 2National Institute for Learning Outcomes Assessment, USA
DAY 2:  Parallel Session 7  -  10.10
Pedagogies of Partnership - the joys and challenges of co-creation with students
Mark Huxham
Edinburgh Napier University, UK
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
Dundalk Institute of Technology, Ireland
DAY 1:  Poster & Pitch Session 1  -  17.00
Problem solving assessment in the Netherlands
Peter Wildschut*7, Chrisma Immens3, Inge Oudkerk Pool4, Annemiek Beersma1
1Windesheim university, The Netherlands, 2InHolland, The Netherlands, 3Utrecht university, The Netherlands, 4Amsterdam university, The Netherlands, 5Fontys university, The Netherlands, 6Driestar university, The Netherlands, 7Rotterdam university, The Netherlands
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
University of Alberta, Augustana, Canada
DAY 1:  Poster & Pitch Session 1  -  17.00
Shades of meaning: An exploration of nuance in written and audio feedback
Jane Jones1, Sandy Stockwell1, Ellie Woodacre*1, Nick Purkis2
1University of Winchester, UK, 2University of Portsmouth, UK
DAY 2:  Parallel Session 8  -  10.50
Social and Cultural Factors Influencing Consistency of Examiner Judgements in Competency-based Assessments - A Case Study in Medical Education
Amy (Wai Yee) Wong*1,2, Karen Moni1, Jill Thistlethwaite1, Lata Vadlamudi2, Christopher Roberts3
1School of Education, The University of Queensland, Australia, 2School of Medicine, The University of Queensland, Australia, 3Sydney Medical School, The University of Sydney, Australia
DAY 1:  Parallel Session 3  -  14.45
Student and staff conceptions of assessment in the biomedical sciences: A pilot study
Yvonne Hodgson*, Loretta Garvey
Monash University, Australia
DAY 1:  Poster & Pitch Session 3  -  17.00
Students' memory for feedback about past and future performance
Robert Nash*1, Naomi Winstone2
1Aston University, UK, 2University of Surrey, UK
DAY 2:  Parallel Session 9  -  11.45
Students’ informal peer feedback networks
Rita Headington
University of Greenwich, UK
DAY 1:  Parallel Session 2  -  12.00
Supporting first-year undergraduate students' assessment literacy
Emma Whitt*, Carmen Tomas, Kate Bailey, Stephanie McDonald
The University of Nottingham, UK
DAY 2:  Parallel Session 10  -  13.15
Supporting the transition to higher education assessment: An evaluation of an online feedback access training approach for students
Michael Hast
St Mary's University, Twickenham, UK
DAY 1:  Poster & Pitch Session 2  -  17.00
Teacher learning communities in the service of peer assessment: from restricted to extended implementation
Jiming Zhou*, Jiangbo Wan
Fudan University, China
DAY 1:  Parallel Session 4  -  15.40
Technology Enhanced Assessment Methods (TEAM) in Science and Health Practical sessions: a progress report on an Irish multi-institutional initiative.
Ronan Bree1, Edel Healy1, Moira Maguire*1, Don Faller2, Nuala Harding2, Ann Mulvihill2, Dina Brazil3, David Dowling3, Yvonne Kavanagh3, Gina Noonan3, Akinlolu Akande4, David Doyle4, Jeremy Bird4
1Dundalk Institute of Technology, Ireland, 2Athlone Institute of Technology, Ireland, 3Institute of Technology, Carlow, Ireland, 4Institute of Technology, Sligo, Ireland
DAY 1:  Poster & Pitch Session 2  -  17.00
Technology Enhanced Assessment: Do we have a sheep in wolves clothing?
Denise Whitelock
The Open University, UK
DAY 2:  Keynote Speaker  -  14.00
The Dark Arts of Assessment:  from SMART to social justice 
Jan McArthur
Lancaster University, UK
DAY 1:  Keynote Speaker  -  13.40
The implications of peer assessment feedback for tutors' and students' communities of practice: a qualitative interview study of successful tutors
Paul Orsmond*, Stephen Merry
Staffordshire University, UK
DAY 1:  Parallel Session 3  -  14.45
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
University of Bradford, UK
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
Antwerp University, Belgium
DAY 1:  Poster & Pitch Session 2  -  17.00
The reliability and validity of peer assessment based on comparative judgements
Maarten Goossens*, Renske Bouwer, Sven De Maeyer
University of Antwerp, Belgium
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
Taskstream, USA
DAY 1:  Parallel Session 4  -  15.40
Toward best practice in implementing a student-authored wikitextbook assignment
Paul Collins
Mary Immaculate College, Ireland
DAY 1:  Parallel Session 2  -  12.00
Use of Personal Learning Gain Information to Empower Students
Gwyneth Hughes
UCL, UK
DAY 2:  Parallel Session 7  -  10.10
Using a Toolkit to enhance institutional assessment and feedback practice
Amanda Sykes*, Moira Fischbacher-Smith
University of Glasgow, UK
DAY 1:  Parallel Session 5  -  16.20
Using Assessment Technology to provide evidence against TEF Aspects of Quality and a better understanding of institutional effectiveness.
Richard Nelson
Bradford College, UK
DAY 2:  Parallel Session 7  -  10.10
Using Concept Assessments to Evaluate Student Learning Gains and Course Curriculum Revision
Kathy Nomme*, Natalie Schimpf, Pamela Kalas
University of British Columbia, Canada
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
Durham University, UK
DAY 2:  Parallel Session 6  -  09.30
What are effective feedback practices? Views from staff, students and the literature
Michael Henderson1, Phillip Dawson*2, Tracii Ryan1, David Boud2, Michael Phillips1, Paige Mahoney2
1Monash University, Australia, 2Deakin University, Australia
DAY 2:  Parallel Session 8  -  10.50
Wrangling e-exams: authenticity, integrity, and scalability
Mathew Hillier
Monash University, Australia
DAY 2:  Parallel Session 6  -  09.30
Y1Feedback: An Irish Multi-Institutional Project Exploring Dialogic Feedback Approaches for First Year
Lisa O'Regan*1, Nuala Harding2, Brown Mark3, Maguire Moira4, Morag Munro1, Seamus Ryan2, Orna Farrell3, Gerry Gallagher4
1Maynooth University, Ireland, 2Athlone Institute of Technology, Ireland, 3Dublin City University, Ireland, 4Dundalk Institute of Technology, Ireland
DAY 1:  Parallel Session 5  -  16.20