In addition to the following events, our exam boards each have a full calendar of events throughout the year and information relating to these can be obtained from their individual websites: OCR, CIE and Cambridge English.
The Cambridge Assessment Network provides an international forum for professionals to develop and share their expertise in educational assessment. Activities centre on Continuing Professional Development – training seminars and courses run by assessment experts from Cambridge Assessment and consultants to the Cambridge Assessment Network Division – and Dialogue events, which invite participants to discuss current issues in assessment and are led by distinguished thinkers from around the UK and beyond. Download the 2013 programme (PDF).
We also have a selection of podcasts from previous events available.
|The educational standards over time: has mathematics education in England improved? (Seminar)
Date: 22 May 2013 Time: 15:30
Venue: Hughes Hall, Mortimer Road
Over the past 30 years there have been concerted reform initiatives directed at raising attainment in school mathematics, including the National Curriculum, National Testing and a rigorous school accountability and inspection regime. During the period, national examination results at age 16 have shown steady and substantial rises. Recent findings from the Increasing Student Competence and Confidence in Algebra and Multiplicative Structures (ICCAMS) study suggest that attainment has changed relatively little since the 1970s. Drawing on the ICCAMS survey together with several studies that compare mathematics education in England to other educational systems internationally, Professor Jeremy Hodgen (King's College, London) will reflect on the state of mathematics education in England.
|Cambridge Horizons - School-based assessment: prospects and realities in Asian contexts (Conference)
Date: 3 Jun 2013 Time: 09:00
Venue: Dorsett Grand Subang Hotel, Subang Jaya, Malaysia
* Kuala Lumpur time (GMT +8). Many countries are seeking to encourage and equip teachers to expand their approaches to assessment, especially by way of giving feedback to students for formative purposes, and hence inform their learning. In addition, some governments have plans in place for the outcomes of school-based assessments to be used for summative purposes, contributing to – or even replacing – high-stakes exams at the end of key stages of education.