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It is very interesting to understand the various influences on judgements and the affect on Marking

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standards that can be expected of a graduate- what they might know, do and understand at the end of their studies, and describes the nature of the subject

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standards that can be expected of a graduate- what they might know, do and understand at the end of their studies, and describes the nature of the subject

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Subject bench mark Statement - Accounting 

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SOLO Taxonomy | John Biggs               SOLO, which stands for the Structure of the Observed Learning Outcome, is a means of classifying learning outcomes in terms of their complexity

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Examples of post hoc / threshold and % age grading as per rubrics

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Examples of post hoc / threshold and % age grading as per rubrics

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Various ways we use assessment criteria and rubrics to inform our judgement

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Transcription -Assessment as learningDeveloping and Enhancing Assessment and Feedback in Higher Education Inclusive assessment

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Transcription -Assessment as learningDeveloping and Enhancing Assessment and Feedback in Higher Education Inclusive assessment

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good explanation of inclusive assessment

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of the assignments - I have recommended P3 as a solution to the issues raised by my PAL and bunching of deadlines

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An A–Z of Assessment Methods- a very detailed list provided by University of Reading

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An A–Z of Assessment Methods- a very detailed list provided by University of Reading

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HEA Report on inclusivity ston University - detail sof projects undertaken by University's of Bedfordshire, East London,University College Falmouth,Highlands and Islands Millennium Institute , Liverpool ,Liverpool John Moores University, London South Bank University, Northampton ,Sunderlandetc

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HEA Report on inclusivity ston University - detail sof projects undertaken by University's of Bedfordshire, East London,University College Falmouth,Highlands and Islands Millennium Institute , Liverpool ,Liverpool John Moores University, London South Bank University, Northampton ,Sunderlandetc

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How to make the assessment authentic- a very user freindly template

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How to make the assessment authentic- a very user freindly template

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5 dimensional framework for authentic assessment

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Interview questions - that can be used to make the assesments more authentic

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Interview questions - that can be used to make the assesments more authentic

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Interview questions at big accountancy firms

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Understanding assessment: its role in safeguarding academic standards and quality in higher education 

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Understanding assessment: its role in safeguarding academic standards and quality in higher education 

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Audio Feedback  - improves student interaction - This can really save time and make the feedback process more effective

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Audio Feedback  - improves student interaction - This can really save time and make the feedback process more effective

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Assessment Patterns: a review of the possible consequences

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Assessment Patterns: a review of the possible consequences

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making Peer Assessment work in 3 easy steps

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making Peer Assessment work in 3 easy steps

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Implementing a course-based approach - Assessment as Learning - Feb '20 - Coventry University

Course-based approaches to assessment allow for:

Variety of assessment tasks to ensure opportunities for development, yet maintain interest in the type of task

Planning for formative feedback at an early stage that will be transferable to assessment on other modules at a later stage

Better planning of assessment submission dates to prevent bunching of deadlines

Identifying potential over-assessment of similar learning outcomes

Allowing for implementing integrative assessment tasks that focus more on the overall course learning outcomes and bring together learning across different modules

By taking a course-based approach to assessment, the assessment journey can be made more visible to the course team. What we need to consider, though, is how we will make this visible to the students to get insight into the ‘bigger picture’ of their learning journey.

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Jisc -

how the University of Strathclyde implemented new models of assessment practice:

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Putting principles into practice - University of Strathclyde

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 UNPACKING THE 10 PRINCIPLES IN THE CU ASSESSMENT STRATEGY  

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 UNPACKING THE 10 PRINCIPLES IN THE CU ASSESSMENT STRATEGY  

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CU UNi - how to avoid bunching of dates 

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CU UNi - how to avoid bunching of dates 

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Coventry University        Assessment principles

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Coventry University        Assessment principles

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Coventry University

Assessment principles

Read the 10 principles below and consider them alongside the CU Group Assessment Strategy.

1. Undergraduate student progression from assessment as learning in level one to assessment of learning at level three.

2. Every course will include one or more integrative assessment points.

3. Synergy of assessment between each level of study and course stage.

4. Transparent and simple assessment points with no prescribed minimum or maximum number of assessments.

5. Identified course stage assessment outcomes.

6. Formative and summative assessment points in all courses.

7. All assessments enable equal attainment opportunities for all students, whether home or overseas and regardless of socio-economic background or ethnicity.

8. Standard maximum marking turnaround times for each level of study.

9. Early and ongoing feedback, including course feedback and feedforward for individual students and groups.

10. The opportunity for an individual mark as a contribution of every assessment.

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use this for nteractive cover sheet( where students request feedback on particular aspect of their work ) and where a part of work has weightage for work done after receiving feedback

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CU Assessment strategy

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a blog by a Turnitin executive- provides some innovative  solutions to takle contract cheating

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How do you solve a problem like contract cheating

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Plagiarism types  -details 10 different types of plagiarism - a screen grab

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Plagiarism types  -details 10 different types of plagiarism - a screen grab

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Good description of  the various types

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Handbook for Deterring Plagiarism in Higher Education

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Academic integrity matters: five considerations for addressing contract cheating

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Academic integrity matters: five considerations for addressing contract cheating

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5 considerations for addressing contract cheating

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This is a very good tool for informing and enhancing the feedback process

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This is a very good tool for informing and enhancing the feedback process

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THe MEQ report for M10EFA module

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Deploying Quickmarks as an aid - after formative feedback from my PA , I realised how effective this tool is.

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Deploying Quickmarks as an aid - after formative feedback from my PA , I realised how effective this tool is.

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disengagement with the Feedback and how to address them

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disengagement with the Feedback and how to address them

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Observation of the feedback process -Reflection on PAL comments

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Observation of the feedback process -Reflection on PAL comments

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Bikramjeet Singh- reflecting on Hannelie Feedback

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https://www.evernote.com/pub/bik_singh3/mynotebook
My MEQ and other links that I submitted for M01ODL are in evernote