{"id":2416,"date":"2019-06-20T15:00:14","date_gmt":"2019-06-20T14:00:14","guid":{"rendered":"https:\/\/uniofglos.blog\/festivaloflearning\/?p=770"},"modified":"2019-06-20T15:00:14","modified_gmt":"2019-06-20T14:00:14","slug":"keynote-lecture","status":"publish","type":"post","link":"https:\/\/sites.glos.ac.uk\/festivaloflearning\/2019\/06\/20\/keynote-lecture\/","title":{"rendered":"Keynote Lecture and Interactive Panel Session"},"content":{"rendered":"\n

Assessment literacy: exploring the concept and its \u2018use value\u2019 in practice<\/h3>\n\n\n\n

Professor Margaret Price and Dr Berry O’Donovan, Oxford Brookes University<\/em><\/h4>\n\n\n\n

Assessment and feedback remain a source of relative dissatisfaction for students. Assessment literacy has attracted considerable attention in recent years as a potential way to both improve student satisfaction and learning. However, concerns have been raised about its use value in educational practice. Has it become just part of the rhetoric of higher education? This keynote explored the concept of assessment literacy and its practical value in higher education in three key movements: an examination of the concept of assessment literacy; an exploration of the practical issues associated with its implementation; and its relationship to student achievement and satisfaction.<\/p>\n\n\n\n

Keynote lecture<\/strong><\/h4>\n\n\n\n\n\n\n\n