Mathew Hillier
6:00 PM
Greetings! To ensure you can hear us please run the audio setup wizardTools > Audio > Audio setup wizard.
Debbi Weaver
6:00 PM
The humming is entertaining:)

Sally Jordan
6:00 PM
Morning everyone

Geoff Crisp
6:00 PM
Hi Sally
Rachel Forsyth
6:00 PM
Hello Sally
Sally Drummond #3
6:00 PM
Hi I joined at 5pm Melbourne time.

Sally Drummond #3
6:01 PM
Hi everyone

Florence Kyaruzi
6:01 PM
Morning everyone
Rachel Forsyth
6:01 PM
7am in the UK!
Linda
6:01 PM
Hi all!

Sally Jordan
6:01 PM
And just to GMT in the UK!
Tim Hunt
6:02 PM
Yes. Much nicer during UK summer time when it is 8:00am, not 7:00am ;-)
Geoff Crisp
6:02 PM
Well done to the early risers in the UK

Julian Ingle
6:02 PM
Morning

Florence Kyaruzi
6:02 PM
8am in Munich
Sally Jordan
6:02 PM
in the UK is is dark and wet. URGHHH
Tim Hunt
6:02 PM
But, I am sure this webinar will be worth it.

Julia Doyle
6:02 PM
23 Brrrrrr chilly :)
Renee Denham (Griffith University)
6:02 PM
that's because we get to 40 degrees!
Rachel Forsyth
6:02 PM
Sue will brighten our day :)
Geoff Crisp
6:03 PM
Artic is a bit of a stretch for Melbourne weather!

Mathew Hillier
6:03 PM
i live in melbourne australia
Renee Denham (Griffith University)
6:03 PM
Gold Coast Australia

Chandra Rao
6:04 PM
Brisbane
Sally Drummond #3
6:04 PM
I am also in Melbourne
anne
6:04 PM
London
bhavani
6:04 PM
ditto
Julia Doyle
6:04 PM
Currently in Lismore, NSW. thoughts are: what a lovely humid day it's been
Geoff Crisp
6:04 PM
you can move the chat box to the screen and expand it if you have trouble reading all the text
Janet Gordon
6:04 PM
Good morning from London
Carol Gray
6:04 PM
Liverpool
Chris Newman
6:04 PM
Also Brisbane
John, Don and Keith
6:04 PM
Don and Keith have had to leave, I am in Melbourne, from the University of Divinity,
Mary
6:04 PM
Sunny Singapore!
Mats 1
6:04 PM
Sweden
Sue G
6:04 PM
Northumberland

tracey winning 2
6:04 PM
adelaide, SA

Lisa Schmidt
6:04 PM
Usually dry Adelaide but currently excessively humid Darwin - bring on the rain
Gordon Joughin
6:05 PM
Brisbane, 5:00 pm, 24C
Jane
6:05 PM
Morning from Norwich
Lindsay
6:05 PM
Central Coast NSW
Lennert Veerman #2
6:05 PM
Brisbane

Linda
6:05 PM
yes
tracey winning 2
6:05 PM
yes
Chris Newman
6:05 PM
:)
Florence Kyaruzi
6:05 PM
yes

Mathew Hillier
6:06 PM
AHE Innovations Day: June 30th, 2016Conference 28 and 29 June 2017.

Sally Jordan
6:06 PM
On behalf of the AHE Committee I'd like to say how delighted we are to have this joint session. More at http://aheconference.com/
Tim Hunt
6:07 PM
The 2015 AHE conference was very good. Here was my take on it: http://tjhunt.blogspot.co.uk/2015/06/the-assessment-in-higher-education.html
Mathew Hillier
6:07 PM
AHE Innovations Day: June 30th, 2016Conference 28 and 29 June 2017.

Fiona Bogossian 1
6:07 PM
could you speak up a little - I have my volume up to full but it is still a bit soft

Mathew Hillier
6:08 PM
feel free to make comments and post links here!
6:08 PM
Geoff Crisp
6:08 PM
learning new skills is the sign of a dedicated academic

Tim Hunt
6:12 PM
Normally, the speakers slides go on the web site for the webinar, so you will also be able to get the references from there later.

Geoff Crisp
6:13 PM
convergent and divergent responses
Mathew Hillier
6:13 PM
This all it applies a great many assessment types- essays, reports, exams, math exams, presentations, OSCes etc so this is a big issue to explore ! :-D

Mathew Hillier
6:15 PM
oh yeah!!!
tracey winning 2
6:15 PM
absolutely
pennyjw
6:15 PM
Yes, visible to all
Renee Denham (Griffith University)
6:15 PM
you can publish the poll results to the screen too btw
Gamar
6:15 PM
Yes
Sally Jordan
6:15 PM
I'm a physicist and people think that means marking is very objective and so no problem. Not so!

cINDY RMIT
6:16 PM
moderation afterwards is vital
Jane Collings
6:16 PM
criteria is very useful for new staff
Renee Denham (Griffith University)
6:16 PM
moderation and usage of rubrics make a huge difference
bhavani
6:16 PM
calibration before marking

pennyjw
6:16 PM
Always what is a pass is a problem - a pass is like a failure
Rachel Forsyth
6:16 PM
Helpful for promoting conversation about standards and expectations
tracey winning 2
6:16 PM
they act as a good staring point for conversation
Jane
6:16 PM
Students find that there is inconsistency
Gordon Joughin
6:16 PM
Criteria are helpful reference point in moderation meetings.
Sally Drummond #3
6:16 PM
interpretation and focus on different aspects
Mats 1
6:16 PM
Criteria are more helpful f
Linda
6:16 PM
Essential I would have thought to have criteria!
Florence Kyaruzi
6:16 PM
I think if detailed criteria are developed seem to be useful
Lesley
6:16 PM
Rubrics have helped consistency of marking
anne
6:16 PM
Senior staff find criteria constraining.
Carol Gray
6:16 PM
examiner training helps
Sally Jordan
6:16 PM
Criteria are very helpful, but also tempting to 'do your own thing'
Liesje Coertjens
6:16 PM
criteria are often advocated from the point of giving feedback
Matthias
6:16 PM
What else is there other than using ass. criteria?
Sue G
6:17 PM
personal interpretation of criteria is a key issue with new and experienced staff I find
Mats 1
6:17 PM
For students, I agree about the inconsistency among examiners
Natalie Spence
6:17 PM
Yes, Matthias. What is the alternative? No criteria would seem to mean even less reliability.
Lennert Veerman #2
6:17 PM
Just look at the peer reviews you get back when submitting a research article - these can vary widely. No reason to expect otherwise within (other parts of) HE.
Jane Collings
6:17 PM
criteria can be converted feedback and is useful for students to self regulate
Ann Rogerson
6:17 PM
Criteria is the baseline but cross marking provides some validation
Les Kirkup, UTS
6:17 PM
in science I see a lot more MCQs - no inconsistency in marking in that case!
Monica Legazpi-Iglesias
6:17 PM
team teaching especially needs to rely on assessment criteria for consistency, it helps with moderation as well and facilitates transparency for students and externals
Eduardo
6:17 PM
criteria is the key point for focusing the discussion on what a success performance is
Geoff Crisp
6:17 PM
I have academics tell me they know what high distinction looks like when they see it but cannot describe what it looks like beforehand
Bill Warburton
6:17 PM
Its actually quite difficult to compile assessment criteria which are both unambiguous and concise!
Rachel Forsyth
6:17 PM
@les no, but are all of the questions equally difficult?
Nikki
6:17 PM
maybe not working but will type my question - please continue :)
Lindsay
6:18 PM
Criteria help but there's still a lot of subjectivity in both interpreting and applying between moderators
Mathew Hillier
6:18 PM
@Nikki - if you can lower your hand icon? thanks

Lennert Veerman #2
6:19 PM
SOLO criteria give highest marks to work 'going above and beyond' the guidelines. This is hard to define beforehand!
Mathew Hillier
6:20 PM
@Gamar, can you turn of the webcam as it uses bandwidth. thanks :-)
Geoff Crisp
6:20 PM
to know you have gone above and beyond presumably you have yo know what the baseline is so you know what is beyond that?
Gamar
6:21 PM
Ok, web cam turned off
Mathew Hillier
6:21 PM
thanks ;-)
Les Kirkup, UTS
6:21 PM
@Rachel - sorry MCQs are awful - they useful only to get a number - they have little educational value
Renee Denham (Griffith University)
6:22 PM
It bothers me when lectures only give the HDs based on going above and beyond the guidelines. If a student has successfully completed in accordance with all of the criteria they deserve the higher grade. The marking criteria or rubric should incorporate the full scope for all the possible results.
Lennert Veerman #2
6:22 PM
So up to level 4 (of 5) criteria could be constructed - but not for the highest, perhaps?
Geoff Crisp
6:22 PM
Les - you can improve MCQs by linking tools for students to use within the question - can then ask conceptual questions rather than memory questions
Julia Doyle
6:23 PM
"rhetorically sophisticated" please define :)
...talking about tacit knowledge
6:23 PM
Geoff Crisp
6:23 PM
Renee - going above and beyond could be one of the criteria and learning outcomes?
Renee Denham (Griffith University)
6:24 PM
at which point it should be explicitly stated. As long as the students are told that upfront I'm ok with it.
Sally Jordan
6:24 PM
@Les, Geoff - your discussion re MCQs could make a really good - but different - webinar. Let's have a webinar on this.
Geoff Crisp
6:25 PM
maybe we could have a different sort of webinar - like a debate with two sides?

Renee Denham (Griffith University)
6:25 PM
QUESTION: where they supplied with the assessment criteria supplied to students before completing the marking?
Rachel Forsyth
6:25 PM
@Geoff, great idea
Renee Denham (Griffith University)
6:25 PM
were*

Sally Jordan
6:26 PM
Nice idea Geoff, though I would be somewhere in the middle :-)
Lennert Veerman #2
6:26 PM
So who decided what 'borderline' essays were? Little wonder you'll find judgements differ with a new batch of examiners.
Renee Denham (Griffith University)
6:26 PM
QUESTION: were they supplied with the assessment criteria supplied to students before completing the marking?
Rachel Forsyth
6:27 PM
In medical education, narrow range of marks =restrained marker, wide range =flamboyant
Les Kirkup, UTS
6:27 PM
Geoff - there may be a role for MCQs to assess some aspects - content related, but not much else. I see them used as the dominant assessment mode (especially in first year) because of the time they save academics (and no complaints from students due to inconsistency in marking)
Sally Jordan
6:28 PM
Does this mean that markers don't understand the criteria?
cINDY RMIT
6:28 PM
when handing out criteria to the examiners did you also hand out the instructions ad learning material that students had seen?
Rachel Forsyth
6:28 PM
@Les although there may be inconsistency in writing the questions and answers...
Florence Kyaruzi
6:28 PM
Could difference in disciplines on which criteria were applied be a source of inconsistency?

Chandra Rao
6:29 PM
Wonder why only borderline papers were chosen and not a random selection of papers?
Renee Denham (Griffith University)
6:29 PM
Were the additional criteria they were using related to the supplied ones? (eg could be subparts?)
Bill Warburton
6:29 PM
Reminds me of debates during the '70s about the 'hidden curriculum'
Geoff Crisp
6:29 PM
I will definitely have to debate Les- MCQs and nested selected response questions with embedded tools definitely way beyond content

Julia Doyle
6:29 PM
Eye sight ? :)
Carol Gray
6:30 PM
Many of these criteria are just generic good essay writing criteria - not subject specific
Renee Denham (Griffith University)
6:30 PM
Personally when I am coming up with a rubric based on an existing criteria then there would be sub points within each criteria (the key points to look out for).
Mathew Hillier
6:30 PM
the same studies were done when computers were coming in .. typed v handwritten essays being marked. the typed ones gained higher marks.
the "presentation effect"
6:30 PM

Bill Warburton
6:31 PM
Halo effects
Renee Denham (Griffith University)
6:32 PM
possibly having marked exemplars for each grade level would be helpful for the examiners to achieve consistency?
Sally Jordan
6:33 PM
I'd worry about Examiner 5 on Essay A!
Julia Doyle
6:33 PM
I agree Renee. With students and staff able to view them (slightly different topics)
Jane Collings
6:33 PM
a moderation issue here
Bill Warburton
6:34 PM
Are these double-blind marked?
Carol Gray
6:34 PM
yes, this should be picked up by moderator
Antony Carter 1
6:34 PM
Did Assesor 5 understand the scoring?
Natalie Spence
6:34 PM
Then there is the issue of how students interpret the criteria.
Ellen McIntyre
6:34 PM
Does a glossary of terminology help?

Julia Doyle
6:35 PM
Isn't the point of the rubric to be 'plain english'
Understood by teachers and students alike?
6:35 PM
Renee Denham (Griffith University)
6:35 PM
I agree Julia!

Sally Jordan
6:35 PM
People have been asking whether the effect may be particularly marked for these borderline scripts, and also who decided they were borderline?
anne
6:35 PM
Does it help to show examples of what is expected, from previous years?
Jane Collings
6:35 PM
i agree Julia - more discussion between students and staff about what is required
Gordon Joughin
6:35 PM
I would expect such expert historians to have more or less common, sophisticated understandings of criteria. The problem may lie in assessors' perceptions of the work.
Natalie Spence
6:35 PM
And how to leave room for the 'other': students will tend to write or perform strictly to the criteria.

Tim Hunt
6:36 PM
And, isn't the point of criteria to reduce the variability before moderation?
anne
6:36 PM
Agreed with Natalie, would criteria stifle creativity and reflection?
Tim Hunt
6:36 PM
Whatever you are doing, a moderation phase should increase consistency.
cINDY RMIT
6:36 PM
with team marking, a preliminary discussion about how the team leader wants them to be marked may help???

Janet Gordon
6:37 PM
Anne, I find examples can help but also are sometimes taken too literally as a template
Cathryn McCormack
6:37 PM
This is not at all surprising. Unit Assessors talk about developing consistency over time with the same marking team.
anne
6:37 PM
@Janet, yes, I have thought of this, so far not used examples.
Sally Jordan
6:37 PM
I think the points re moderation etc, are important, but the effect is real and - I know from other work - widespread. We can't ignore it.

Cathryn McCormack
6:38 PM
Plus, all of us have had contradictory feedback from reviewers when we submit a journal article.
Sally Jordan
6:38 PM
@Cathryn. Yes!
Mathew Hillier
6:38 PM
yes yes yes :-)
Rachel Forsyth
6:38 PM
@Janet, maybe model answers are good for prompting discussion about consistency, as long as everyone knows they aren't 'ideal'?
Carol Gray
6:39 PM
the problem is, we are human beings!
Julia Doyle
6:39 PM
I'm not
Mathew Hillier
6:39 PM
@Julia ; LOL
Julia Doyle
6:39 PM
:)
Chandra Rao
6:39 PM
lol Julia
Gamar
6:39 PM
@Julia, you're super human when you're a teacher:)
Julia Doyle
6:40 PM
Exactly...I'm sure we all are.

Carol Gray
6:40 PM
we need to produce computers that can mark essays....

Julia Doyle
6:40 PM
not just write them :)
Ann Rogerson
6:40 PM
LOL
Janet Gordon
6:41 PM
@Rachel, yes. The discussion about examples is most useful, if there's time
Sally Jordan
6:41 PM
Re computer marking of essays. That's another webinar too. Lots of great ideas for future collaborations between Transforming Assessment and AHEC. I'm very happy :-)
Tim Hunt
6:41 PM
@Carol, interested in your use of the word need. That is an interesting research problem, but probably not necessary.
Cathryn McCormack
6:41 PM
I wonder how students would go undertaking a similar exercise?
Florence Kyaruzi
6:42 PM
How detailed were these criteria?
Julia Doyle
6:42 PM
Interesting point Cathryn
Renee Denham (Griffith University)
6:42 PM
QUESTION in relation to the values, did they rank these in relation to what learning outcomes/objectives were associated with the assessment?
relation*
6:42 PM
Nikki
6:42 PM
How well-designed were these assessments? - with regard to learning outcomes / goals for the course

Julia Doyle
6:43 PM
I feel the least important criteria (language etc) may bring the most tacit knowledge with them
Natalie Spence
6:43 PM
Cathryn, a useful exercise that some academics use is to have students mark an example essay using criteria. The resulting assignments were of a higher standard.
Carol Gray
6:44 PM
@Tim I didn't use correct word - perhaps we should consider whether computerised marking would improve things, or is some inconsistency acceptable?
Renee Denham (Griffith University)
6:44 PM
thanks
Cathryn McCormack
6:44 PM
Thinking about David Boud's activity where students work in small groups to discuss several sample assignments in relation to the criteria. The point of that is to help students develop their self-assessment skills. A KRG exercise could be interesting before and after the other activity.
tracey winning 2
6:44 PM
I'm sorry I have to leave for other commitment - thanks Sue for discussion :)
Mathew Hillier
6:45 PM
thanks tracey

Renee Denham (Griffith University)
6:45 PM
@Natalie getting students to mark assignments is a really great idea
Mathew Hillier
6:45 PM
recording will be posted
Renee Denham (Griffith University)
6:45 PM
I'm actually building a tool for the course I teach to get students to 'review' learning objects throughout the course which should achieve the same sort of thing.
Cathryn McCormack
6:45 PM
Oh yeah, I can't stand turgid writing so would give that a high priority.

Chandra Rao
6:46 PM
Have to leave now but will listen to the full recording. Thanks Sue and Mathew
Chris Newman
6:46 PM
Yes, does peer assessment show the same inconsistencies?
Florence Kyaruzi
6:46 PM
thanks
Renee Denham (Griffith University)
6:46 PM
do you mean right as in correct?
Bill Warburton
6:46 PM
Has anyone shown a nomogram for distribution of grading for same set of essays?
Mathew Hillier
6:47 PM
yes! we cant deny reality
Nikki
6:47 PM
supported guidance in developing students' ability to assess / self-assess is showing some signs of success - but the scaffolding is really important...
Renee Denham (Griffith University)
6:47 PM
oh right.
Mathew Hillier
6:47 PM
but give guidance to students around this issue.
Chris Newman
6:47 PM
but we need to get as close as possible
Janet Gordon
6:47 PM
I'm afraid I have to go now, but thank you all.

Florence Kyaruzi
6:47 PM
yes and no
Gamar
6:47 PM
I think it depends on the number of students involved too.
Bill Warburton
6:47 PM
Its a question of how tight the spread is, there will always be variation
Mathew Hillier
6:47 PM
if we have students carry our marking themselves they will realise that variability is part of the natural process.
cINDY RMIT
6:47 PM
if we can't then what are we doing assessing using these rubrics?
Ellen McIntyre
6:47 PM
Possibly impossible but we should still have the goal of the "right" mark
Julia Doyle
6:47 PM
Isn't it more about justifying the mark given
Rather than it being right?
6:48 PM
Kelly Peake 1
6:48 PM
By 'right' are we understanding 'accurate'?
Muireann
6:48 PM
no I dont think we can, marking is still a subjective process, depends on biases of the examiner
Frank 1
6:48 PM
YEs and not
Muireann
6:48 PM
What is right!!!
Jane
6:48 PM
students degree classification is awarded over at least a 2 year assessment period so they get the 'right' grade in the end?
Nikki
6:48 PM
complex assignments can be built up from simpler ones and then all results used in relation to each other...giving a complex assignment with no build up seems damaging...
Matthias
6:48 PM
Question too black & white for me. I would consider the notion of more than one answer being "right".
Renee Denham (Griffith University)
6:48 PM
I strongly believe in detailed criteria and outlines of expectations - if you're getting to much variation then the marking rubric or criteria needs to be more explicit.
Sally Jordan
6:49 PM
I think we have to recognise the fact that in some sense it is impossible task. There will always be variation. However we should try to do better.

Chris Newman
6:49 PM
Ooh, know Lenore well and Clare
Carol Gray
6:49 PM
multiple assessments will hopefully even out inconsistencies?
Natalie Spence
6:49 PM
The mark shouldn't be the whole - needs context of feedback - and 'feedforward'
Sally Jordan
6:49 PM
@Natalie - yes, but different markers give different feedback too.
Natalie Spence
6:50 PM
At least with feedback, the student can reflect on whether they agree or not.
Carol Gray
6:50 PM
agree we don't put enough into pre-assessment preparation
Renee Denham (Griffith University)
6:50 PM
feedback is so important! a mark without good feedback is useless for students, how can they improve without feedback to help direct them.
Sally Jordan
6:50 PM
@Natalie. Good point.
Tim Hunt
6:51 PM
Whether that social process actually works sounds like another really interesting research question!
Nikki
6:51 PM
feed-forward (formative) assessment - is enough time allowed for this to be incorporated into later assessments?
Natalie Spence
6:52 PM
That's if they pick up the marked assignment ;)
Renee Denham (Griffith University)
6:52 PM
the feed-forward elements were killing me this semester, trying to get marking done with detailed feedback back to students with enough time for them to act on their feedback for their next assessment task.
Sally Jordan
6:52 PM
I love the flipped assessment idea. For us at the OU (i.e. distance learning) that's challenging, but it doesn't mean we shouldn't try it.
Nikki
6:52 PM
students not using previous feedback in later assessments - recent study - students not paying any attention to feedback if they got a "reasonable" mark...

Mathew Hillier
6:53 PM
@nikki - maybe give them the formative feedback,then require a 'reply', then give them the actual mark.
Gamar
6:53 PM
Having on-going conversation is underrated, I think.
Florence Kyaruzi
6:53 PM
I like the idea of shared standard among teaching team
Renee Denham (Griffith University)
6:53 PM
one of the courses here at griffith has acting on the feedback from the earlier assessment worth 10% of the grade on the next assessment task.
Nikki
6:53 PM
if we allocate "marks" to self-assessment and not just doing it but also...accuracy of self-assessment - this could help?
Chris Newman
6:53 PM
back to peer assessment - help student to learn/apply judgements

Natalie Spence
6:54 PM
Renee, nice!
Nikki
6:54 PM
great Renee!
Julia Doyle
6:54 PM
Yes that is excellent Renee
Tim Hunt
6:54 PM
Isn't there one of those scales of learning, like Bloom, but not, where ability to evaluate someone else's work is a higher level of skill that just being able to do the work yourself?
Renee Denham (Griffith University)
6:55 PM
sounds familiar Tim

Julia Doyle
6:56 PM
Knowledge is clearly not fixed for markers!
Mathew Hillier
6:56 PM
@ gordon - your mic is on!
Kiruthika 1
6:56 PM
@Renee That's a great way of getting students to use the feedback effectively
- Larisa Grice, University of London International Academy left the Main Room. ( 6:56 PM ) -
Chris Newman
6:57 PM
What about more atomic criteria?
Renee Denham (Griffith University)
6:57 PM
(it's all down to Dr Leigh Ellen Potter from the school of ICT, she's done some amazing work with the assessment in her courses re the feedback)
Sally Jordan
6:57 PM
more detailed criteria can also lead to learned hopelessness in markers. I've seen this happen.
Nikki
6:58 PM
It'd be great to see more connections / understanding of students progress over whole degree rather than just in individual subjects - talk about feedforward!
Cathryn McCormack
6:58 PM
@nikki, agree
anne
6:58 PM
What of the studies on over-assessing?
I mean, are you arguing in favour of more assessment? What number would be your target?
6:58 PM

Tim Hunt
6:58 PM
Some of this reminds me of the Dreyfus model of skills acquisition (in this case skills for markers).

Gordon Joughin
6:59 PM
Matt - not according to my icon.
Jane Collings
6:59 PM
yes - we do over assess - students self assessment is key
Geoff Crisp
6:59 PM
http://www.facultyfocus.com/articles/educational-assessment/flipping-assessment-making-assessment-a-learning-experience/ flipped assessment
Renee Denham (Griffith University)
6:59 PM
rubrics help with consistency and faster marking too.
Bill Warburton
6:59 PM
Assessment skills are not necessarily the province of academic teachers. We should teach academics how to write unambiguous and concise assessment criteria
Jane Collings
7:00 PM
rubrics and criteria must be the benchmark for discussion
Natalie Spence
7:00 PM
Good link, Geoff, thanks
Carol Gray
7:00 PM
have to go now - thanks for great webinar and discussion!
cINDY RMIT
7:00 PM
so do you use rubrics still?

Nikki
7:00 PM
what about going back to pass / fail?
Cathryn McCormack
7:00 PM
Agree that rubrics inform what is important and reflect the learning you want students to demonstrate.

Mathew Hillier
7:00 PM
before you all go ... please fill our feedback survey! http://ta.vu/feedback
Florence Kyaruzi
7:00 PM
thank you for a nice talk
Ellen McIntyre
7:01 PM
The right mark is one that demonstrates whether students have achieved the learning outcome.

Bill Warburton
7:01 PM
Thanks everyone, gotta go

Renee Denham (Griffith University)
7:01 PM
my dad was teaching at sydney uni when they swapped to pass/fail apparently very quickly once employers were asking for their actual final results they were asking to swap back to actual grades.
Cathryn McCormack
7:01 PM
I've just created a rubric for OLT Citations and everyone has found it incredibly useful to inform applicants and the panel about what it is important. Lots of discussion needed!
Florence Kyaruzi
7:01 PM
thank you for a nice talk
Mathew Hillier
7:01 PM

James Denholm-Price
7:01 PM
Thanks Sue & everyone -- nice discussion :-)
Julia Doyle
7:01 PM
Thanks Sue
Sue G
7:01 PM
Thank you, lots of food for thought here!
Ellen McIntyre
7:01 PM
Thank you. Lots to think about
Nikki
7:01 PM
Thanks very much presenters and participants :)
Mathew Hillier
7:01 PM

Renee Denham (Griffith University)
7:01 PM
wonderful session!
Cathryn McCormack
7:01 PM
Wonderfully interesting!
Lyn Marks
7:01 PM
thank you so much Sue
Jane Collings
7:02 PM
Many thanks - good time for the UK

Geoff Crisp
7:02 PM
Thanks Sue - great discussion
Natalie Spence
7:02 PM
Thank you!
Linda
7:02 PM
thanks all - great discussion!

Kelly Peake 1
7:02 PM
Thanks very much.

Jane
7:02 PM
Really interesting discussion! Thank you and look forward to any follow up discussion.
John, Don and Keith
7:02 PM
Many thanks.
Ann Rogerson
7:02 PM
Thank you
Elaine 1
7:02 PM
Very many thanks everyone
Sally Jordan
7:02 PM
It has been a brilliant webinar. Thanks all. I have to go now. Hopefully it's the first of many Transforming Assessment AHEC webinars
cINDY RMIT
7:02 PM
Fascinating!
Fiona Bogossian 1
7:02 PM
(n)Thanks Sue et al

Sally Drummond #3
7:02 PM
Many thanks for an interesting discussion
Gamar
7:02 PM
Happy I did this!

Liesje Coertjens
7:02 PM
thanks for the interesting webinar dr. Bloxham!

Tim Hunt
7:02 PM
Thanks for an interesting webinar.

bhavani
7:02 PM
thanks

Sue Bloxham
7:02 PM
s.bloxham@cumbria.ac.uk
Kiruthika 1
7:03 PM
@Renee do you have any reference to the switching from pass/fail to back to grades
Lesley
7:03 PM
thanks!

Chris Newman
7:03 PM
(y)

Frank 1
7:03 PM
Webinars are great for giving us Australians access to academics elsewhere in the world

Matthias
7:03 PM
Much appreciated, thx.

Fiona Bogossian 1
7:03 PM
:)sorry wrong emoji previously attached
Gordon Joughin
7:03 PM
Terrific session. Thanks all.

Renee Denham (Griffith University)
7:03 PM
just what my dad told me (it was _many_ years ago - he's in his 70s now!)

Harvey Woolf
7:03 PM
Thanks, Sue. Sharing understanding - among tutors and students - is surely the key to making more effective use of the time and effort that are still devoted to producing criteria.
Kiruthika 1
7:03 PM
thanks Renee

Matt Townsend (Cardiff University)
7:05 PM
Thanks guys.

Nikki
7:05 PM
Talking to ex-students now in the professional world and employers - reflecting on past assessments - would be great to see research on this (I'll check if much of this has been done - does anyone know?)

Nikki
7:07 PM
Most students want a "number", don't they?!
Chris Newman
7:07 PM
They are still better than having NO criteria, yes?

Harvey Woolf
7:07 PM
Sorry, have to go but a really interesting session.

Nikki
7:08 PM
..especially with more "group" assessments too - more variability there will result in more dissatisfaction...?

Geoff Crisp
7:08 PM
sorry have to go - thanks again Sue and Mathew
Nikki
7:08 PM
Gotta go - thanks again

Monica Legazpi-Iglesias
7:10 PM
many thanks for a fascinating webinar:)

Renee Denham (Griffith University)
7:14 PM
bye!

Chris Newman
7:15 PM
The post webinar discussion has been most interesting!
I'm going now, it's dinner time! Thanks, lots of material for reflection.
7:16 PM