Or the secret third option: maybe we need to really think about what practical skills students are coming to university with, how prepared they are to consolidate skills, and where we need much more holistic approaches to the teaching and assessment of practical skills.

Two: Maybe reflective surveys can't actually tell us too much about academic practice. I think this is less likely, but its worth considering

We think that there's a few likely explanations. One: Pass versus Not Pass is not a great measure of performance given how practical exams work, a student may have legitimate reasons for not passing first time, such as exceptional circumstances. Maybe we need more nuance to find the relationship.

Basically - there is no relationship we can find between how students SAY they studied or felt about an exam, and how they actually performed in the practical exam. Weird, right?

We conclude that we need to be careful trying to instill more/different top-down definitions, and instead work with a framework (and we recommend one we like). But we also note that, particularly given the Office for Students' almost hostile attitude towards blended learning, we need to also […]

People generally agree about blended learning, and are pretty good at guessing what hyflex means even though exposure to that term was lowest. Hybrid however . . . wooeee, that one is confusing to folk.