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While I wouldn’t argue for employment outcomes as a simple proxy for teaching quality, I would argue that the learning and teaching experience of our students has the capacity to open up a world of career opportunities. The experience at Edinburgh can be truly transformational for our students.
ACJ demonstrates much greater reliability in large-volume assessment when using a distributed team of assessors and also enables high numbers of students to efficiently receive valuable feedback from several assessors, whether used for staff assessing students or student peer assessment.
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