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Assessment Matters: Promoting accessibility of the assessment criteria: shifting from a product- to a process- and future-oriented approach

Wednesday 23 November 2022, 10am-11am
Ester Simpson SR 2.12

University of leeds staff can view this event here.

This workshop will draw on a completed LITE project and a published paper which examined learners’ and tutors’ experience of assessment criteria and how they impacted their assessment practice and learning experience. The workshop will invite you to critically reflect on your use of assessment criteria in your local contexts and think ahead to the challenges and changes that would be needed to promote the accessibility and usefulness of assessment criteria for assessment, learning and teaching. You can sign up for the workshop here.

The workshop will be arranged as follows:

  • Defining assessment criteria and related terminologies
  • Exchange assessment criteria among attendants (please bring a(n) hard/electronic copy of assessment criteria with you)
  • Discuss the accessibility of assessment criteria and their impact on assessment
  • Share the findings on students’ perceptions of assessment criteria from the completed project
  • Discuss your suggestions for the improvement of the design and use of assessment criteria
  • Discuss students’ suggestions for improvement in the published paper
  • Wrap up the workshop and take-home messages

The workshop will take place between 10-11 am on 23rd November.

Dr Huahui Zhao is a Lecturer in Language Education from the School of Education at the University of Leeds. She is a senior fellow of the British Higher Education Academy. She teaches and supervises undergraduate, postgraduate taught and postgraduate research students. Her main research lies in the interplay between language assessment and technology-enhanced learning. She has published widely in prestigious journals in both areas. She has carried out national and international funded projects on high-stakes and low-stakes assessments that aim to bridge the gaps between assessment, teaching and learning.