Items where Subject is "LB2366 College examinations. Assessment"

A

1. Ajit, S. (2017) Exam as an assessment instrument in computer programming courses: student perceptions. Poster presented to: 6th International Assessment in Higher Education Conference (AHE 2017), Manchester, United Kingdom, 28-29 June 2017.
2. Ajit, S. (2017) Assessment of programming modules in software engineering education. In: Proceedings of 13th China Europe Symposium on Software Engineering Education (CEISEE 2017). Germany: Springer. (Accepted)
3. Ajit, S. (2016) Automated feedback and marking system in computing. Seminar Presentation presented to: Assessment in Higher Education (AHE) Seminar Day 2016, Manchester, UK, 30 June 2016.
4. Ajit, S. (2015) Student perceptions of different assessment modes in computer programming courses. Other presented to: Assessment in HE Conference, Birmingham, UK, 24-25 June 2015. (Unpublished)
5. Ajit, S. and Dodds, J. (2016) Student perceptions of automated marking and feedback system in computing. Poster presented to: Higher Education Academy Annual STEM Conference 2016: Inspire to Succeed: Transforming Teaching and Learning in STEM, East Midlands Conference Centre, Nottingham, 28-29 January 2016.

B

1. Butcher, J., Lazard, L., Sedgwick, P. and Hey, J. (2010) Assess4success: institutional learning from inclusive approaches to assessment. Paper presented to: University of Northampton Learning and Teaching Conference: Learning Dialogues, University of Northampton, UK, 13 May 2010. (Unpublished)
2. Butcher, J., Sedgwick, P., Lazard, L. and Hey, J. (2010) How might inclusive approaches to assessment enhance student learning in HE? Enhancing the Learner Experience in Higher Education. 2(1), pp. 25-40. 2041-3122.

C

1. Cartwright, N. (2017) Development of study programs, with a special focus on the measurement of learning outcomes. Invited Keynote presented to: Bosnia and Herzegovina Qualification Framework for Higher Education (BHQFHE) Workshops, University of Split, Croatia, 21-24 February 2017.
2. Crofts, M. and Omotayo, T. (2016) The impact of empowerment in teaching and learning and innovative assessment. Paper presented to: Northampton Learning and Teaching Conference 2016: Dare to be Different, The University of Northampton, 17 May 2016.
3. Crofts, M. and Sneddon, S. (2009) Equality in legal assessment: a scoping study. Web Journal of Current Legal Issues. [2009](3) 1360-1326.
4. Crofts, M. and Sneddon, S. (2008) Equality in legal assessment: a scoping study. Northampton, England: Office of Educational Partnerships & Lifelong Learning, University of Northampton.

F

1. Fathulla, K., Morrell, M. and Morrell, C. (2008) Software assisted assessment of student generated diagrams. Seminar Presentation presented to: Learning and Teaching Conference 2008, University of Northampton, 14 May 2008. (Unpublished)
2. Fitzgerald, R. (2011) To what extent does a digital audio feedback strategy support large cohorts? Paper presented to: 10th European Conference on e-Learning (ECEL-2011), Brighton Business School, University of Brighton, 10-11 November 2011. (Unpublished)
3. Fitzgerald, R. (2011) To what extent does audio feedback support large student cohorts? Paper presented to: EdTech 2011: 12th Annual Conference of the Irish Learning Technology Association (ILTA), Waterford Institute of Technology, Ireland, 1-2 June 2011. (Unpublished)
4. Fitzgerald, R. (2009) Read it all before? Preventing plagiarism at the University of Northampton. Invited Presentation presented to: Smoke and Mirrors: How Can we Help Students Avoid Plagiarism?, University of Derby, 14 December 2009. (Unpublished)

G

1. Gordon, A. (2013) Being the middle (wo)man: Designing assessment workflows that make everyone happy (ish). Seminar Presentation presented to: 13th Annual Durham Blackboard Users' Conference, Calman Learning Centre, Durham University, 08-09 January 2013. (Unpublished)
2. Gordon, A. and Kalis, P. (2013) Blackboard rubrics - the good, the bad and the ugly. Workshop presented to: Blackboard Teaching and Learning Conference, Aston University, 09-10 April 2013. (Unpublished)

H

1. Holmes, N. (2015) Student perceptions of their learning and engagement in response to the use of a continuous e-assessment in an undergraduate module. Assessment & Evaluation in Higher Education. 40(1), pp. 1-14. 0260-2938.

J

1. Jones, J. and Smith, A. (2008) Facilitating group work: leading or empowering? Paper presented to: Fourth Biennial European Association for Research on Learning and Instruction (EARLI) /Northumbria Assessment Conference, Humboldt University, Berlin, Germany, 27 - 29 August 2008. (Unpublished)

L

1. Laurie, S., Borley, A., Leer, C. and Zigomo, P. (2015) Enhancing the 'good' reducing 'the bad' and managing the 'ugly': a participatory action research (PAR) project into group work in undergraduate business education. In: O’Malley, L. (ed.) 2015 Academy of Marketing Conference – The Magic in Marketing. Limmerick, Ireland: Academy of Marketing. 9781905952649.
2. Laurie, S. and Williams-Burnett, N. (2016) ‘It felt more real’: improving the experience of academic staff and students in assessed group work in undergraduate business education. In: Proceedings of the 49th Academy of Marketing Conference, AM2016: Radical Marketing. Newcastle: Academy of Marketing. (Accepted)
3. Leer, C. and Laurie, S. (2017) The role of peer feedback in the development of students' ability to engage in difficult conversations about performance. Paper presented to: Association of Events Management Education (AEME) Forum 2017, Cardiff Metropolitan University, 05-07 of July 2017.
4. Leer, C. and Laurie, S. (2016) The role of peer feedback in the development of students’ ability to engage in difficult conversations about performance. In: Proceedings of the 49th Academy of Marketing Conference, AM2016: Radical Marketing. Newcastle: Academy of Marketing. (Accepted)

P

1. Pickard, J., Howe, R. and Fitzgerald, R. (2010) Embedding UNPAC. In: Supporting Academic Integrity: Approaches and Resources for Higher Education. York: Higher Education Academy and JISC. pp. 24-26.

R

1. Richardson, J. T. E., Alden Rivers, B. and Whitelock, D. (2015) The role of feedback in the under-attainment of ethnic minority students: evidence from distance education. Assessment & Evaluation in Higher Education. 40(4), pp. 557-573. 0260-2938.

S

1. Sneddon, S. (2016) What I learned from COOL. Invited Presentation presented to: Collaboration Observation Celebration Event, The University of Northampton, 21 September 2016.
2. Sneddon, S. (2012) Equality in Legal Assessment 2. Paper presented to: What Works: Student Retention and Success, University of York, 28-29 March 2012.
3. Sneddon, S. (2012) Equality in Legal Assessment 2 (EILA2). In: Andrews, J., Clark, R. and Thomas, L. (eds.) HEA Compendium of Effective Practice in Higher Education Retention and Success. Birmingham & York: Aston University & Higher Education Academy. pp. 64-69.
4. Sneddon, S. (2011) Will video kill the manuscript scrawl? The impact of video feedback on students’ perception of feedback. Paper presented to: Learning in Law Annual Conference, University of Warwick, 28-29 January 2011. (Unpublished)
5. Sneddon, S. and Crofts, M. (2009) Equality in legal assessments. Invited Presentation presented to: Showcasing Equality & Diversity/Widening Participation Research, University of Northampton, Northampton, England, 7 July 2009. (Unpublished)

T

1. Turner, S. J. (2010) Initial experience of using audio feedback. Poster presented to: University of Northampton Learning and Teaching Conference: Learning Dialogues, University of Northampton, UK, 13 May 2010. (Unpublished)
2. Turner, S. J. (2010) PowerPoint is just the start. Poster presented to: University of Northampton Learning and Teaching Conference: Learning Dialogues, University of Northampton, UK, 13 May 2010. (Unpublished)
3. Turner, S. J. (2009) Initial experience of using audio feedback for general assignment feedback. Poster presented to: A word in your ear, Sheffield, 18 December 2009. (Unpublished)

V

1. Van Bellen, M. and Fathulla, K. (2008) Towards a richer semantically oriented electronic assessment tool. Paper presented to: International Technology, Education and Development Conference (INTED 2008), Valencia, Spain, 3-5 March 2008. (Unpublished)
2. Vernon, J. (2008) Involuntary free riding - how status affects performance in a group project. In: Heuvel-Panhuizen, M. v. d. and Köller, O. (eds.) Challenging Assessment - Book of Abstracts of the 4th Biennial EARLI/Northumbria Assessment Conference 2008. Berlin, Germany: Breitfeld Vervielfältigungsservice,. 978-3-00-025471-0. p. 30.
3. Vossen, P. H. and Ajit, S. (2018) Fuzzy scoring theory applied to team-peer assessment: additive vs. multiplicative scoring models on the signed or unsigned unit interval. Advances in Intelligent Systems and Computing. 2194-5357. (Accepted)