35th annual conference (2009)
Thinking differently about assessment: Why feedback is not enough
Too much of contemporary assessment practice is focused on communicating with students. Before they submit their work, we tell them the criteria that will be used for appraising it (with…
Gulf States’ Experiences with Eighth Grade Science and Mathematics Lessons from TIMSS-2007
Globalisation is nowhere more dramatic than the swiftly developing economies of the Gulf States. The Gulf Cooperation Council of six members (GCC) 1 was established in 1981 with the aim…
USING ASSESSMENT FOR THE IMPROVEMENT OF TERTIARY EDUCATION IN NIGERIA: THE JOINT ADMISSIONS AND MATRICULATION BOARD (JAMB) ROLE.
To achieve the aspiration and aims of Nigerian National Policy on Tertiary Education, it becomes imperative to ensure that only qualified entrants are admitted into the available vacancies in the…
Improving marking quality in essays – can technology help?
The presentation will address how marking quality in essays or long-form answers has been approached traditionally and explain how using images of candidates', answers can enable new quality mechanisms to…
Harnessing technology to create more holistic assessment and reporting of candidate performance
This paper examines the role of digital media in holistic assessment: their contribution to processes and procedures and potential to enhance deep learning and attainment by allowing us to capture,…
Assessment for classroom learning and action: A framework for planning a school improvement program
This paper will present a preliminary framework for planning a proposed program that includes: (1) a testing and data utilization component for identifying student learning needs and measuring achievement, and…
What is a good maths assessment?
Maths assessment in its current form poses a dilemma for test developers and maths educators alike: on the one hand its measurement properties are good, the marking is straightforward and…