Workshop: Criteria, Standards and Judgement Practice: Making Assessment a Shared Enterprise – Nov 21

Organized by Centre for the Enhancement of Teaching and Learning (CETL)

Speaker: Professor Claire Wyatt-Smith, Griffith University, Australia
Date: 21 Nov, 2012 (Wed)
Time: 12:45pm – 2:00pm
Venue: Room 321, Run Run Shaw Building, HKU

This presentation will focus on the nature of quality assessment as it involves the use of criteria and standards. Of special interest is the pedagogic use of stated features of quality and how they can be incorporated into a dialogic approach to learning and teaching. Also considered will be the source of criteria and standards and how judgement can be understood as drawing on three categories of criteria namely stated criteria, latent criteria and meta-criteria. The ideas explored in the session have direct relevance to quality assurance methods and moderation practices involving the use of standards.

Professor Claire Wyatt-Smith is Dean (Academic) for Arts, Education and Law at Griffith University. Previously the Dean of the Faculty of Education, she has also been a sole or chief investigator on a significant number of ARC and government funded projects over the last decade. These have been primarily in the fields of literacy and assessment, with particular focus on teacher judgment, evaluative frameworks and the literacy-curriculum-assessment interface.

For information on registration, please contact:
Ms Ivy Lai, CETL
Phone: 3917 8996; Email:

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Workshop: Assessment and feedback: encouraging expert-like behaviour among students – Nov 20

Date         : November 20, 2012 (Tuesday)
Time         : 12:45pm – 2pm
Venue       : Room 321, Run Run Shaw Building
Facilitator : Professor Grahame Bilbow

Students’ reports on the assessment and feedback they experience at university suggest that practices vary considerably both within and across institutions. Despite the move in recent years towards the outcome-oriented curriculum and a greater level of integration of assessment within courses, it is still common for students to misunderstand the forms and purposes of the assessment and feedback they experience while at university.  It is also not uncommon for university teachers to use assessment and feedback in ways that confuse students, and in ways that do not align with curriculum outcomes.

Using research conducted in the teaching and learning of Physics, this workshop explores the trajectory from novice to expert, and considers ways in which assessment and feedback can be designed to elicit expert-like performance on the part of students.  In so doing, assessment and feedback can be better understood by students and assessment and feedback can demonstrate stronger alignment to curriculum outcomes.

For details and online registration, please go to

For enquiries, please contact Mr William Yieu by email .

Please click on the following link for a short biography of Professor Bilbow: