programme of assessment events for 2022 to which you are all invited. Please pass onto colleagues you think might be interested.
Links to join the network will be sent out to colleagues in the New Year.
We wish you a Happy Christmas and New Year.
The INRAP team
Jan Bamford (London Metropolitan University)
Roz Collins (University of Wolverhampton)
Carol Evans (Cardiff University and University of Southampton)
Christine O'Leary (Sheffield Hallam University
Elena Moschini (London Metropolitan University)
Simon Riley (University of Edinburgh)
Stephen Rutherford (Cardiff University)
Michael Waring (University of Leeds)
Honorary Visiting Professor Cardiff University
Visiting Professorial Fellow University of Southampton
INFORMATION IN THE ATTACHMENT AS PLAIN TEXT FOR THOSE TAKING THE DIGEST VERSION OF THE EMAIL BULLETIN
We hope you will be able to join us in a range of webinar events which will comprise a range of formats, with national and international partners.
Programme of online events 2022-2023
The aim of this suite of events is to focus on key issues facing assessment and feedback in higher education mindful of cognitive and socio-cultural influences and how assessment plays out in different cultural contexts within and across institutions (cultures local and global). The core aim is to share ideas from across different cultural contexts to advance understandings. If colleagues in the community would like to get involved and also share useful resources relevant to these sessions, please do get in contact with the lead for each session.
1-2pm (UK time)
Approaches and Cultures of Assessment: International Comparisons
Elena Moschini; Jan Bamford and Dr Christine O'Leary
The Student Role in Co-Creation of their own Learning Outcomes, and their Assessment
https://cardiff.zoom.us/j/88646319955?pwd=a3hyM0MwRWNTZ00xUWlQOGROU2NPZz09 Meeting ID: 886 4631 9955
Simon Riley and Gavin McCabe, University of Edinburgh; Katherine Lithgow, University of Waterloo, Canada; Carol Evans
Maintaining Academic Standards: the Development of External Examiners
Christine O'Leary with Prof Chris Rust (Emeritus Professor of Higher) Education, Oxford Brooks); Dr Helen Kay (Senior Lecturer in Academic Development and Inclusivity
Self and Peer Assessment and the Development of Self-Regulation
Meeting ID: 875 6972 5007
12-1.30pm (UK time)
The Role of Assessment in Supporting Student Transitions in HE
Web link tbc
Making Sense of Assessment Requirements
Meeting ID: 871 7630 5384
An Integrated Approach to Feedback across disciplinary and cultural contexts
Meeting ID: 897 2086 0751
Sharifa Al Adawi
1-2pm (UK time)
Creating Agentic Assessment Environments
Driven by ethics and values relating to the student experience, the Interdisciplinary Network for Research-Informed Assessment Practices (INRAP) is the assessment and feedback community of practice established by the University of Southampton with Advance HE in 2018. The INRAP community is an empirically derived assessment and feedback think-tank. Prioritising the promotion of innovation and excellence, INRAP intends to support best practice and policy development via building a dynamic collaborative community that challenges, critiques and advances knowledge and understandings of assessment and feedback in higher education. As a community we aim to empower practitioners by providing an informative and supportive environment that encourages interdisciplinary work to inform integrated curriculum design. The aims of INRAP and a programme of events for 2022 are outlined below. We hope this forum will be of interest to all those interested and involved in the development of assessment and feedback practices within HE. Links to join the network will be sent out to colleagues in the New Year.
Key Aims of INRAP
Building and connecting a dynamic community that challenges, critiques and advances knowledge and understandings of assessment and feedback within higher education.
Providing a critical and supportive space for inter-disciplinary collaboration and working.
Supporting institutions in using assessment and feedback evidence rigorously through research-informed and evidence-based ways to impact assessment choices.
Promoting a holistic approach to curriculum design using assessment as the driver.
Framing, discussing and disseminating new ways of thinking and working in assessment and feedback at discipline and institutional level.
Empowering practitioners and equipping and supporting them to leverage their own roles and realities for the