The Birmingham International Academy at the University of Birmingham has hosted a BALEAP PIM on the theme Assessing the assessors: reviewing assessment practices in (and beyond) EAP.
BALEAP PIM Programme
Please click on the names below to access presentation slides:
- Tony Green – Plenary – Assessing the assessment: Tests of academic language proficiency
- Shazad Khan – Developing teacher assessment literacy in HE: the case of critical thinking
- Michael Salmon – Using subject specificity to encourage good academic practice
- Sophia Vanttinen-Newton & Chloe Courtenay – What do Mathematics students need to write at university and how can we assess them?
- Fiona Long & Will Brantingham – How redevelopment of a reading assessment has improved teacher and student assessment literacy on a pre-sessional course
- Nicholas Bostock & Marie Hanlon – Developing a portfolio assessment for foundation students
- Bruce Howell – Transplanting a British EAP programme to Malaysia: Not easy!
- Ruth Arrowsmith – Inclusive EAP assessment – or is it? Meeting the challenge of neurodiversity and students with learning differences
- Gerard Sharpling – We have to assess the students but how? Using reflective e-portfolios for assessing post-graduate STEM students following credit-bearing modules in scientific writing
- Liz MacDougall – Covering all the bases: Designing assessments for a bespoke pre-sessional programme
- Adina Pirtea & Karl Nightingale – Audio-Feedback: a useful approach for international students?
- Cathryn Overall & Richard Nickalls – Human versus machine: evaluation of the BIA’s “Academic Paraphrase Practice” automated marked application
- Sebastian Kozbial – The curious case of feedback: How to enhance quality and usefulness of formative feedback
- Mike Garbutt – Stakeholders’ perceptions of the validity of international English language entry assessments used on a summer pre-sessional course of a UK university
- Huahui Zhao – Creating accessible, feasible and useful self-assessment grids based on the ELP: an evidence-based approach
- Eddie Cowling & Peter Holt – From ghost-writing to learner engagement in writing assessment: how can an open book exam help?
- Mike Groves & Klaus Mundt – Distraction or development: What are the potential effects of Google Translate in EAP assessments?
- Caroline Fletcher – Innovations in developing teacher assessment literacy: a scholarship circle model
- Steve Issitt – Reading into writing: a new integrated test and the avoidance of plagiarism
- Sebastian Kozbial & Michael Salmon – Assessing note-taking without wading through the notes: can/should it be done?