NPQ Assessment Workshop recording (Leadership) - July 2025

185

7/16/2025

Weds 28th May 2025 (17.30-19.00hrs) Dr Hanan Khalifa, MetaMetrics,Inc Introducing a new way of teaching, different learning materials, and/or standardized assessment in the learning cycle has an effect. This effect can be negative or positive, intended, or unintended. Whatever the effect is, it will have an immediate, short, and long-term impact on various stakeholders. This webinar aims at sharing a consistent and transparent approach to measuring, evidencing, and reporting on impact.

28

5/29/2025

As part of the faculty of Brain Sciences AI April programme, Jamie Cawthra discusses 'Assessment design for the near future of GenAI'

13

5/14/2025

Dr Paul Ian Campbell argues that there is a current dearth of sociological and empirically substantiated evidence as to what works with regards to equalizing the uneven educative experiences of racialized students in higher education. There are even less empirically substantiated answers to what works with regards to addressing the barriers specifically manifest within HE assessment and related practices that are experienced by domicile students of colour in UK Higher Education Providers (HEPs). Drawing on the findings of the first holistic, large-scale, UK, multi-institution and mixed-methods evaluation of an intervention explicitly designed to reduce the racialised barriers that exist within HE assessment, presented in my recent book 'Race and Assessment in Higher Education'.

48

3/27/2025

This talk charts the evolution of assessment literacy in theory and standards with consideration for past, present, and future conceptions. Drawing on a multi-jurisdictional study of teacher learning in assessment, spanning England, Canada, Australia and New Zealand, new concepts of assessment literacy will be described with direct implications for teacher education programming and practices.

35

3/24/2025

This workshop presented the results of a Jisc funded project that finished in 2014, which produced a range of tools and techniques to support the design of authentic assessments

24

2/6/2025

The presentation will report on a multi-disciplinary project seeking to reconceptualise educational assessment at the approach to the second quarter of the 21st century. Three main lessons have been learned from this review. The first is that context always matters. Secondly, there is a lack of fit between constructs for assessment deemed relevant to the 21st century and traditional assessments. Thirdly, challenge to the traditional caution to the traditional caution and risk-nervousness of the assessment world.

30

1/23/2025

WEDS 30th October 2024 17.30-19.00 - a Zoom link is sent to participants on the day of the event. All EAG@IOE talks are recorded and can be accessed after the event. Over our field's 100-year-plus history, standardization has been a central assumption in test theory and practice. The concept's justification turns on leveling the playing field by presenting all examinees with putatively equivalent experiences. Until relatively recently, our field has accepted that justification almost without question. In this talk, I present a case for standardization's antithesis, personalization. Interestingly, personalized assessment has important precedents within the measurement community. As intriguing are some of the divergent ways in which personalization might be realized in practice. Those ways, however, suggest a host of serious issues that will need to be addressed if personalized assessment is to avoid perpetuating past inequities and work toward the benefit of all.

21

11/12/2024