Presented at Shift 2013, the University of Greenwich Learning, Teaching and Assessment Conference
3rd July 2013

Dr Tansy Jessop is a Senior Fellow in Learning and Teaching at the University of Winchester. She leads the TESTA National Teaching Fellowship Project which was funded by the UK’s Higher Education Academy, and is the project manager of FASTECH, a JISC funded project designed to enhance assessment and feedback through technology. Tansy started her career as a secondary school teacher in South Africa, and went on to complete a PhD on teacher development in rural primary schools in KwaZulu-Natal. She spent the next phase of her career doing educational research for the British Council, the UK’s Department for International Development, and the Mandela Foundation. Since 2005, she has worked as an educational developer at Winchester, more recently focusing on assessment and feedback through TESTA, which has been use to improve the student learning experience in about 20 universities in the UK and Australia, and is about to launch in two Indian universities.

Dr Jessop's "References" slide text:
Gibbs, G. & Simpson, C. (2004) Conditions under which assessment supports students' learning. Learning and Teaching in Higher Education. 1(1): 3­‐31.
Gibbs, G. & Dunbar­‐Goddet, H. (2009). Characterising programme-­level assessment environments that support learning. Assessment & Evaluation in Higher Education. 34,4: 481­‐489.
Hattie, J. (2007) The Power of Feedback. Review of Educational Research. 77(1) 81‐112.
Jessop, T., El Hakim, Y. and Gibbs, G. (2013) The whole is greater than the sum of its parts: a large-­scale study of students’ learning in response to different assessment patterns. Assessment and Evaluation in Higher Education. ifirst.
Jessop, T, McNab, N and Gubby, L. (2012) Mind the gap: An analysis of how quality assurance processes influence programme assessment patterns. Active Learning in Higher Education. 13(3). 143‐154.
Jessop, T., El Hakim and Gibbs (2011) Research Inspiring Change. Educational Developments. 12(4).
Nicol, D. (2010) From monologue to dialogue: improving written feedback processes in mass higher education, Assessment & Evaluation in Higher Education, 35: 5, 501-517
Sadler, D.R. (1989) Formative assessment and the design of instructional systems, Instructional Science, 18, 119­‐144.

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