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by Jo Kukuczka  Image by geralt of Pixabay, 2022 In this podcast, Dr Maxine Gillway talks about her EdD research on academic teachers' beliefs in action in feedback. Here is what we asked Maxine: 1. Can you give us a brief overview of your doctoral study on academic teachers' feedback beliefs in action? And specifically, what you researched and why it was important? 2. In terms of teachers' feedback beliefs, what did you find was the key problem? 3. What did you find can/should be part of the solution? Can you offer concrete recommendations? 4. What are you working on next? To hear how she answered, click on the LISTEN HERE button below and please feel free to engage in this discussion with us by using the comments option below. Happy listening :) TAFSIG committee References: https://researchportal.bath.ac.uk/en/studentTheses/an-exploration-of-the-depths-of-feedback-in-higher-education-brin
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by Jo Kukuczka.  In this first ever joint SIG interview, Jan McArthur, the author of 'Assessment for Social Justice: Perspectives and practices within higher education' shares her thoughts on:
1. Why assessment for social justice? 2. What is the key to the justice of assessment? 3. What is assessment that promotes greater social justice? 4. What is the way forward, especially in the EAP context? And what are the key take-aways for EAP practitioners? BLOG POST   A genre theory informed dynamic assessment approach offers higher education students individualised support with academic writing and conceptual development. by Dr Prithvi Shrestha Academic writing is the main mode of meaning making and student assessment in higher education. Although many students may join higher education with required academic writing expertise, others seem to find it challenging.
National student satisfaction (Office for Students, 2020) in the UK higher education is quite low regarding assessment and feedback. A theory driven assessment approach may help address the issue. Drawing on my research reported in my recent book (Shrestha, 2020), in this blog, I share how a theory-based assessment approach combined with a genre theory can be used to support our first year students with their disciplinary writing, and thus have an impact on student satisfaction across higher education.* *continue reading by clicking on 'Read More' below BLOG POST  by Robert Playfair
Going through a UKVI audit on a pre-sessional course 'UK Visas and Immigration' (UKVI) is part of the Home Office department of government. According to their website, their role is to make "millions of decisions every year about who has the right to visit or stay in the country, with a firm emphasis on national security and a culture of customer satisfaction for people who come here legally." This blog post is about when the world of EAP practitioners in the UK collides with the Home Office, in what is known as a 'UKVI audits'.* *read more by clicking on the 'Read More' below INTERVIEW  by Dr Emma Bruce In this interview Emma Bruce asks Liz Hamp-Lyons about how she originally became interested in EAP assessment. The conversation gives some interesting insights into Liz’s experience researching ELTS, the pre-cursor to IELTS. Many thanks to Liz for giving her time and sharing her stories with the TAFSIG community.
INTERVIEW  by Wayne Rimmer.
With his extensive background in the research and practice of assessment, Tony Green, Professor of Language Assessment at the University of Bedfordshire, shares his wealth of experience on current topical issues in the field. These include assessment literacy, the legitmacy of high-stakes tests and the evolution of assessment to reflect changes in the experiences and expectations of learners in higher education. The conversation is a fascinating snapshot of the challenges facing educators and assessment professionals working in an EAP environment. INTERVIEW  TAFSIG Interview with Dan Isbell & Benjamin Kremmel |
