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Recording released: Writing Analytics to Improve Formative Feedback

This webinar introduced the rationale, design and evaluation of writing analytics tools under development, and the results of pilots with academics and their students engaged in analytical and reflective writing.

Presenters: Simon Buckingham Shum, Simon Knight, Andrew Gibson, Philippa Ryan and Adam Aitken (University of Technology Sydney).

View via http://ta.vu/2N2016


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Next webinar 4 Aug: Video feedback - targeted and personal.
This session will explore how video can be used to provide personalised feedback for students that targets key areas for future improvement while doing so in a manner that is workload efficient.

Further information and register:
http://ta.vu/4aug2016

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Recording: Keys to transforming assessment at institutional level.
Panel review of AHE2016 held 13 July. This session featured three speakers from the 'Assessment in Higher Education' seminar day. The panel was chaired by Sally Jordan (Open University UK) with speakers including:
* Sally Brown (Leeds Beckett University) & Kay Sambell (Northumbria University): 'Changing practice on feedback at an institutional level'
* Amanda Sykes (University of Glasgow) & David Morrison (Plymouth University): 'Half as Much but Twice as Good: Constructing Effective Written Feedback in Any Subject'
* Juliet Williams (University of Winchester): 'Changing colours: what happens when you make enhancement an imperative?'.

View the recording via
http://ta.vu/13J2016

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Next webinar "Keys to transforming assessment at institutional level: selected debates from AHE2016" 13 July:

This webinar takes the form of a follow up panel review featuring three speakers from the 'Assessment in Higher Education' conference secretariat seminar day held on 30 June 2016.

The panel will be chaired by Sally Jordan (Open University UK) with speakers including:
* Sally Brown (Leeds Beckett University) & Kay Sambell (Northumbria University): 'Changing practice on feedback at an institutional level'
*Amanda Sykes (University of Glasgow) & David Morrison (Plymouth University): 'Half as Much but Twice as Good: Constructing Effective Written Feedback in Any Subject'
* Juliet Williams (University of Winchester): 'Changing colours: what happens when you make enhancement an imperative?'.

Further information and register for this panel session:
http://ta.vu/13jul2016

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Recording released for "Central challenges in transforming assessment at departmental and institutional level" held 30 June.

This special webinar was a live stream of the keynote Live stream of the AHE2016 keynote by Prof Sue Bloxham (University of Cumbria) from the floor of the Assessment in Higher Education conference secretariat seminar day on 30 June 2016 in Manchester UK.

View the recording via http://ta.vu/30J2016

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Next webinar is a 'live stream' from the 'Assessment in Higher Education' conference secretariat seminar day on 30 June. The keynote address by Prof Sue Bloxham is "Central challenges in transforming assessment at departmental and institutional level".
Full details at http://ta.vu/30jun2016 (please note the non-standard start time!)

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Session recording 4 May.
"Reframing Assessment: This time it's personal"
This was a joint session with the Higher Education Academy (UK).

There have been many major projects, initiatives and frameworks developed to enhance assessment practice at institutional, national and international levels. However, we need a deeper conversation about the significant barriers to implementation. Compliance pressures in both research and teaching can tend to cause a surface approach in even the most dedicated academics. This webinar presented and engaged with these challenges with a focus on transforming assessment. The concept that assessment methods have a significant backwash effect is clear when we see that the predominance of high stakes exam-based assessment throughout school years of study encourages both parents and children to focus on marks and grades as the only determiner of value and progress. The single mark given conflates the reasons for differentiation between students’ performances and obscures the diversity of orientation that may inform future study and employment. The culture of the single mark or grade needs to change and this webinar argued that a focus on assessment is the way to begin this transformation.

View http://ta.vu/4M2016

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Next online session 1 June 2016 'Adaptive comparative judgement grading project-based assessment'

Adaptive Comparative Judgment (ACJ) offers an alternative to marking, especially for performance assessments for which achievement can be difficult to describe in mark schemes. This webinar is intended to look at how ACJ delivered through online technologies can be a valid and highly reliable alternative to traditional analytical marking.

http://ta.vu/1jun2016
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