Assessment Plus

Publications and presentations

As part of its dissemination strategy, Assessment Plus aims to publish research undertaken by the project.

The following publications are currently available or in-progress:

• ELANDER, J., HARRINGTON, K., NORTON, L., ROBINSON, H. and REDDY, P. (forthcoming 2006), Complex skills and academic writing: a review of evidence about the types of learning required to meet core assessment criteria, Assessment & Evaluation in Higher Education.
• HARRINGTON, K., NORTON, L., ELANDER, J., LUSHER, J., AIYEGBAYO, O., PITT, E., ROBINSON, H. and REDDY, P. (forthcoming Dec. 2005), Using core assessment criteria to improve essay writing, in C. Bryan & K. Clegg (Eds), Innovative Assessment in Higher Education, Routledge Falmer.
• NORTON, L., HARRINGTON, K., ELANDER, J., SINFIELD, S., REDDY, P., PITT, E., and AIYEGBAYO, O., (forthcoming 2005), Supporting diversity and inclusivity through writing workshops, in C. RUST (Ed.), Improving Student Learning 12: Inclusivity and Diversity, Oxford: The Oxford Centre for Staff and Learning Development.
• ELANDER, J., HARRINGTON, K., NORTON, L., ROBINSON, H., REDDY, P. and STEVENS, D. (2004), Core assessment criteria for student writing and their implications for supporting student learning, in C. RUST (Ed.), Improving Student Learning 11: Theory, Research and Scholarship, Oxford: The Oxford Centre for Staff and Learning Development. <abstract>
• HARRINGTON, K., ELANDER, J., NORTON, L., ROBINSON, H. and REDDY, P. (2003), Do essay assessment criteria refer to transferable skills, deep approaches to learning, or complex learning?, Investigations in university teaching and learning, London Metropolitan University in-house journal, 1(2), 57-61. <full text>
• HARRINGTON, K. and ELANDER, J. (2003), Using assessment criteria to support student learning, Investigations in university teaching and learning, London Metropolitan University in-house journal, 1(1), 63-66. <full text>

The project also aims to disseminate its work through presentations at a range of local, national, and international fora.

The following presentations have been given:

• HARRINGTON, K. (2005). Assessment of student essays. Presentation at the Workshop for Postgraduates who Teach organised by the HEA Psychology Network, Aston University , 27 April 2005. <workshop report>
• ELANDER, J. and HARRINGTON, K. (2005), Using assessment criteria to support student learning. Talk delivered as part of the Learning Development Services Expert Lunchtime Series, University of East London, Barking Campus, 9 March 2005.
• HARRINGTON, K. and NORTON, L. (2005), Using evaluation to support educational research: the example of writing workshops. Workshop presented at the FDTL 4/5 conference, Manchester, 24-25 February 2005. <workshop handout>
• NORTON, L., HARRINGTON, K., ELANDER, J., SINFIELD, S., REDDY, P., PITT, E., and AIYEGBAYO, O., (2004), Supporting diversity and inclusivity through writing workshops. Paper presented at the 12th Improving Student Learning conference, Birmingham, 6-8 September 2004.
• ELANDER, J. and HARRINGTON, K. (2004), Delivering excellent student assessment using core criteria. Workshop presented at the Institute for Learning and Teaching in Higher Education conference, University of Hertfordshire, 28 June - 1 July 2004. <workshop protocol and materials>
• HARRINGTON, K., ELANDER, J., NORTON, L., and REDDY, P. (2004), Student and staff experiences of assessment criteria: preliminary findings from a psychology-based project. Paper presented as part of the Higher Education Research Seminar series, London Metropolitan University, 28 April 2004.
• NORTON, L., REDDY, P., ELANDER, J., HARRINGTON, K., and STEVENS, D. (2004), Exploring psychology lecturers' views on assessment criteria. Paper presented at the Psychology Learning and Teaching conference, University of Strathclyde, Glasgow, 5-7 April 2004. <background literature review>