http://www.cambridgeassessment.org.uk/ca/Events The Cambridge Assessment Network delivers a programme of activities ranging from seminars about innovation in education and assessment to training programmes for people working in assessment. en-gb http://www.cambridgeassessment.org.uk/ca/Events/Event_Detail?id=132763 This six-week online course provides an introduction to the key principles of effective assessment and how these may be put into practice. Thu, 04 Mar 2010 11:58:00 GMT http://www.cambridgeassessment.org.uk/ca/Events/Event_Detail?id=132623 Cambridge Assessment is hosting an open and frank discussion about examination standards to clarify public understanding of the different examination standard issues. Mon, 15 Feb 2010 11:35:00 GMT http://www.cambridgeassessment.org.uk/ca/Events/Event_Detail?id=132363 This conference is designed for teachers with practical experience of Assessment for Learning (AfL) who want to deepen their understanding of the principles on which it is based and to develop their own classroom and school practices. A unique feature of this event will be the opportunity to take part in post-conference online discussions, led by Professor Stobart, which will enable participants to learn from each other as they put insights from the conference into practice within their own classrooms. Thu, 14 Jan 2010 10:11:00 GMT http://www.cambridgeassessment.org.uk/ca/Events/Event_Detail?id=132287 An explanation of what is meant by a bank of calibrated items with a discussion on different data collection designs and techniques for adding items to a bank, plus detailed worked examples and practice exercises. Tue, 12 Jan 2010 09:49:00 GMT http://www.cambridgeassessment.org.uk/ca/Events/Event_Detail?id=132286 A brief review of the mathematical concepts needed to understand Rasch models, plus an introduction to the latent trait theory and the Rasch model for dichotomous items. Tue, 12 Jan 2010 09:45:00 GMT http://www.cambridgeassessment.org.uk/ca/Events/Event_Detail?id=132285 This session will look at the role of expert judgement in standard setting and maintaining, the methods used for capturing expert judgements (e.g. Angoff, Bookmark, Awarding, rank-ordering) and an evaluation of these methods. Tue, 12 Jan 2010 09:41:00 GMT http://www.cambridgeassessment.org.uk/ca/Events/Event_Detail?id=132284 This session will provide an overview of the processes of grading and awarding, which are central to the establishment and maintenance of examination standards. Tue, 12 Jan 2010 09:36:00 GMT http://www.cambridgeassessment.org.uk/ca/Events/Event_Detail?id=132283 This session will provide an introduction to some of the principles of item writing. Tue, 12 Jan 2010 09:31:00 GMT http://www.cambridgeassessment.org.uk/ca/Events/Event_Detail?id=132282 This session will provide an introduction to some of the principles of item writing. Tue, 12 Jan 2010 09:26:00 GMT http://www.cambridgeassessment.org.uk/ca/Events/Event_Detail?id=132281 This session will provide plenty of opportunity for group discussion of the philosophical issues which arise from the notions of reliability and validity. Mon, 11 Jan 2010 16:50:00 GMT http://www.cambridgeassessment.org.uk/ca/Events/Event_Detail?id=132241 This session will provide plenty of opportunity for group discussion of the philosophical issues which arise from the notions of reliability and validity. Mon, 11 Jan 2010 13:55:00 GMT http://www.cambridgeassessment.org.uk/ca/Events/Event_Detail?id=132202 An introduction to test and item evaluation covering the principles behind statistics used across Cambridge Assessment's qualifications. Mon, 11 Jan 2010 11:02:00 GMT http://www.cambridgeassessment.org.uk/ca/Events/Event_Detail?id=132183 Widening participation in Higher Education crucially depends upon recruiting more young people from vocational pathways. But what sorts of opportunities do such learners access in Higher Education? This question and others will be answered drawing upon the results for a two year ESRC funded research programme employing the analysis of both large scale administrative data sets and more focussed qualitative research. Fri, 08 Jan 2010 09:20:00 GMT http://www.cambridgeassessment.org.uk/ca/Events/Event_Detail?id=132182 This presentation will review the design features to be taken into account if systems of assessment in which teacher judgement has a role are to be robust enough to meet the expectations of students, policy-makers and the wider public. Fri, 08 Jan 2010 09:08:00 GMT http://www.cambridgeassessment.org.uk/ca/Events/Event_Detail?id=132162 Much writing on the theory and practice of assessment is to be found in the United States. There, a model of standardised, external tests is more the norm than in the UK, and indeed than in Europe. What are the differences between their psychometric approach to assessment and one that is more embedded in the school curriculum and linked to teaching? Can we in the UK learn more from psychometrics in the development of our examinations? Or does over-reliance on standardised testing fail to reward the full breadth of student learning? Thu, 07 Jan 2010 10:26:00 GMT http://www.cambridgeassessment.org.uk/ca/Events/Event_Detail?id=132149 Decisions about students' success or failure in their courses inevitably rely on the judgements of examiners and assessors. Is this a situation which people accept, or is a general questioning of professional judgement beginning to undermine the exam system? Wed, 06 Jan 2010 16:23:00 GMT http://www.cambridgeassessment.org.uk/ca/Events/Event_Detail?id=132148 It seems that the concept of validity has become more complicated over the past 30 years. Possibly, it is now of less help than it used to be to examination writers and test developers, because its emphasis on the interpretation of assessment results is a matter over which they have limited control. Yet, the challenge to assessment developers is still to show that what is measured in a test or exam bears a valid relation to the desired knowledge and skills in the real world. Wed, 06 Jan 2010 16:20:00 GMT http://www.cambridgeassessment.org.uk/ca/Events/Event_Detail?id=132147 Much writing on the theory and practice of assessment is to be found in the United States. There, a model of standardised, external tests is more the norm than in the UK, and indeed than in Europe. What are the differences between their psychometric approach to assessment and one that is more embedded in the school curriculum and linked to teaching? Can we in the UK learn more from psychometrics in the development of our examinations? Or does over-reliance on standardised testing fail to reward the full breadth of student learning? Wed, 06 Jan 2010 16:17:00 GMT http://www.cambridgeassessment.org.uk/ca/Events/Event_Detail?id=132146 This seminar will consider what can be done to address the issue of the purposes of public exams better. Can we balance the differing needs of those who are stakeholders in these assessment systems? Wed, 06 Jan 2010 16:14:00 GMT http://www.cambridgeassessment.org.uk/ca/Events/Event_Detail?id=132145 If awarding bodies are to claim that standards are comparable, across examinations in different subject areas, then it seems reasonable to ask the sense in which this is supposed to be true. However, since the introduction of techniques for monitoring inter-subject comparability, during the early 1970s, their underlying principles have failed to be articulated clearly, consistently and coherently. This seminar will trace the history of investigations into inter-subject comparability in England, aiming to shed light on implicit and, occasionally, explicit statements of principle. Wed, 06 Jan 2010 14:35:00 GMT http://www.cambridgeassessment.org.uk/ca/Events/Event_Detail?id=132144 The Common European Framework of Reference (CEFR) is having a special impact on assessment, as test users increasingly insist on evidence of alignment to it. But what kind of evidence is needed? Interpreting test performance (against the CEFR in this case) is at the heart of test validity. Thus if CEFR alignment is important for an exam, it should impact every relevant stage of design and administration. It cannot be a one-off exercise. Cambridge ESOL’s approach will be presented as an illustration of this. We will also present the SurveyLang project coordinated by Cambridge ESOL, due to deliver the European Survey on Language Competences in 2011, using the CEFR to benchmark the language competences of secondary-school pupils across Europe. Wed, 06 Jan 2010 14:32:00 GMT http://www.cambridgeassessment.org.uk/ca/Events/Event_Detail?id=132143 There has been a tendency in some circles to suggest that summative assessment actually damages learning. What is meant by this? And what are the arguments of groups which champion greater reliance on ‘Assessment for Learning’? Wed, 06 Jan 2010 13:59:00 GMT http://www.cambridgeassessment.org.uk/ca/Events/Event_Detail?id=132127 If awarding bodies are to claim that standards are comparable, across examinations in different subject areas, then it seems reasonable to ask the sense in which this is supposed to be true. However, since the introduction of techniques for monitoring inter-subject comparability, during the early 1970s, their underlying principles have failed to be articulated clearly, consistently and coherently. This seminar will trace the history of investigations into inter-subject comparability in England, aiming to shed light on implicit and, occasionally, explicit statements of principle. Tue, 05 Jan 2010 16:47:00 GMT http://www.cambridgeassessment.org.uk/ca/Events/Event_Detail?id=132126 A number of frameworks for validation have previously been proposed but a coherent model with an accompanying set of methods that can be applied to general qualifications such as GCSEs and A levels has previously been absent. This seminar will report on recent work at Cambridge Assessment to develop and pilot a validation framework and methodology for general qualifications. Tue, 05 Jan 2010 16:37:00 GMT http://www.cambridgeassessment.org.uk/ca/Events/Event_Detail?id=132125 Good science courses provide plenty of opportunities for students to explore and develop their understanding of scientific ideas through practical work. It is often argued that, to encourage school practical work, the students’ practical skills need to be formally assessed by examination or coursework but is this really necessary and if so, what is the best way to do this? Tue, 05 Jan 2010 16:34:00 GMT http://www.cambridgeassessment.org.uk/ca/Events/Event_Detail?id=132124 New GCSE qualifications were introduced for first teaching in England, Wales and Northern Ireland September 2009. These new GCSEs included changes such as controlled assessment, unitisation and entry, aggregation and terminal rules. This seminar will discuss the implications of these changes, both for schools and for awarding bodies such as OCR. Tue, 05 Jan 2010 16:31:00 GMT http://www.cambridgeassessment.org.uk/ca/Events/Event_Detail?id=132123 New GCSE qualifications were introduced for first teaching in England, Wales and Northern Ireland September 2009. These new GCSEs included changes such as controlled assessment, unitisation and entry, aggregation and terminal rules. This seminar will discuss the implications of these changes, both for schools and for awarding bodies such as OCR. Tue, 05 Jan 2010 16:29:00 GMT http://www.cambridgeassessment.org.uk/ca/Events/Event_Detail?id=132122 To what extent should awarding bodies be concerned about curriculum matters? If qualifications increasingly are seen as a means of controlling and influencing the quality of education and training, it is timely to ask what kind of engagement awarding bodies should have with programme content, learning processes and other curriculum issues. Tue, 05 Jan 2010 14:20:00 GMT http://www.cambridgeassessment.org.uk/ca/Events/Event_Detail?id=132102 To what extent should awarding bodies be concerned about curriculum matters? If qualifications increasingly are seen as a means of controlling and influencing the quality of education and training, it is timely to ask what kind of engagement awarding bodies should have with programme content, learning processes and other curriculum issues. Tue, 05 Jan 2010 09:52:00 GMT http://www.cambridgeassessment.org.uk/ca/Events/Event_Detail?id=132083 Research in a wide range of fields of human activity, from industrial accidents to medical misdiagnoses, has revealed that errors are far from heterogeneous. Different types of error have different cognitive and attitudinal underpinnings, and understanding these has led to successful targeted error reduction approaches. Yet research and practice in examiner error often makes no such distinction. This, Dr Michelle Meadows will demonstrate, is to err. Mon, 04 Jan 2010 14:52:00 GMT http://www.cambridgeassessment.org.uk/ca/Events/Event_Detail?id=132082 What has the regulator found in its regulatory work on the significant developments that 2010 has brought? How do the outcomes help Ofqual fulfil its mission to ensure that these assessments are valued and trusted by learners, users and the wider public? Mon, 04 Jan 2010 14:49:00 GMT http://www.cambridgeassessment.org.uk/ca/Events/Event_Detail?id=132062 Education reform is changing teaching and learning practice, bringing a greater focus on the need for valid and reliable assessment carried out to a common and high standard within the learning environment. What are the implications of this move towards increasing levels of demand on teachers' assessment skills? What support is available and how can teachers access it? This seminar raises the issues and implications of these trends and the ways teachers can access support to fulfil these requirements. Mon, 04 Jan 2010 11:31:00 GMT http://www.cambridgeassessment.org.uk/ca/Events/Event_Detail?id=132042 This seminar will consider what can be done to address the issue of the purposes of public exams better. Can we balance the differing needs of those who are stakeholders in these assessment systems? Mon, 21 Dec 2009 10:27:00 GMT http://www.cambridgeassessment.org.uk/ca/Events/Event_Detail?id=132023 UCAS applications to UK Higher Education institutions, the number of A-levels awarded an A grade and high achieving students exceeding the minimum entry requirements are all on the increase. This session will consider the wider context of admissions to competitive Higher Education entry, including the impact of the Schwartz Report’s recommendations on admissions processes. Thu, 17 Dec 2009 11:45:00 GMT http://www.cambridgeassessment.org.uk/ca/Events/Event_Detail?id=132022 This presentation covers six inter-related issues in formative assessment (aka, ‘Assessment for Learning’). The issues concern the definition of formative assessment, the claims commonly made for its effectiveness, the limited attention given to domain considerations in its conceptualisation, the underrepresentation of measurement principles in that conceptualisation, the teacher-support demands formative assessment entails, and its place in the larger educational system. Thu, 17 Dec 2009 11:35:00 GMT http://www.cambridgeassessment.org.uk/ca/Events/Event_Detail?id=131922 This paper discusses the problems of assessing Citizenship, a subject which is perceived by many teachers as unconventional, and by some, as unassessable. Mon, 30 Nov 2009 16:39:00 GMT http://www.cambridgeassessment.org.uk/ca/Events/Event_Detail?id=131902 This introductory seminar (with examples in the context of scores on a test) is aimed at people with little or no knowledge of statistics. Mon, 30 Nov 2009 13:25:00 GMT http://www.cambridgeassessment.org.uk/ca/Events/Event_Detail?id=131862 This introductory seminar (with examples in the context of scores on a test) is aimed at people with little or no knowledge of statistics. Fri, 27 Nov 2009 11:50:00 GMT http://www.cambridgeassessment.org.uk/ca/Events/Event_Detail?id=131842 This seminar will examine the implications of international human rights standards for assessment practice. Wed, 25 Nov 2009 14:07:00 GMT http://www.cambridgeassessment.org.uk/ca/Events/Event_Detail?id=131822 The effectiveness of techniques to assess learner progress and performance is related to the purposes for which assessment is undertaken. Public confidence is often cited as a reason for resisting a range of styles of assessment. Are there ways forward for teacher assessment, tests and qualifications? Wed, 25 Nov 2009 11:07:00 GMT http://www.cambridgeassessment.org.uk/ca/Events/Event_Detail?id=131802 Cambridge Assessment is hosting a seminar on the role and value of Critical Thinking and its impact upon driving attainment. Increasingly Critical Thinking skills are being recognised and valued in educational and work settings, leading to a high demand for tests and assessments to measure and acknowledge these skills. Many people believe that building the skills of reasoning and argument into an academic programme increases its rigour and that those students who have a deficit of thinking skills are the ones who lack sufficient grounding to embark upon undergraduate study. Mon, 23 Nov 2009 15:23:00 GMT http://www.cambridgeassessment.org.uk/ca/Events/Event_Detail?id=131764 This two-week study programme in Cambridge is for anyone involved in the design and delivery of public examinations. International delegates review best practice and share their experiences of examination development and administration. Participants debate the principles of assessment design and how they can be carried forward into practice. Thu, 19 Nov 2009 09:21:00 GMT http://www.cambridgeassessment.org.uk/ca/Events/Event_Detail?id=131166 How can we use assessment data to help students make the best progress? How does your school manage and exploit the assessment data that is available? Does assessment data help or hinder teachers and students? The Cambridge Assessment Network invites senior and middle managers in secondary schools with an interest in assessment to a one-day workshop to explore these issues. Led by Cambridge Assessment staff, consultants and practising teachers with in-depth experience of working with data, it will be a practical workshop with plenty of scope for discussion. Thu, 10 Sep 2009 09:58:00 BST http://www.cambridgeassessment.org.uk/ca/Events/Event_Detail?id=131042 An explanation of what is meant by a bank of calibrated items with a discussion on different data collection designs and techniques for adding items to a bank, plus detailed worked examples and practice exercises. Mon, 07 Sep 2009 09:25:00 BST http://www.cambridgeassessment.org.uk/ca/Events/Event_Detail?id=130962 Cambridge Assessment will be participating in this year's TES Education exhibition. Visit our stand (at H10a) to find out more about our programme of professional development – from seminars and workshops on the latest assessment thinking to certified courses on assessment. We look forward to meeting you there. Mon, 24 Aug 2009 17:52:00 BST http://www.cambridgeassessment.org.uk/ca/Events/Event_Detail?id=130902 A brief review of the mathematical concepts needed to understand Rasch models, plus an introduction to the latent trait theory and the Rasch model for dichotomous items. Wed, 12 Aug 2009 14:38:00 BST http://www.cambridgeassessment.org.uk/ca/Events/Event_Detail?id=130882 A discussion of the uses of data which is available at the level of the whole test and the individual item. Wed, 12 Aug 2009 14:17:00 BST http://www.cambridgeassessment.org.uk/ca/Events/Event_Detail?id=130865 A look at the data and statistics that are employed in grading and awarding. Wed, 12 Aug 2009 14:09:00 BST http://www.cambridgeassessment.org.uk/ca/Events/Event_Detail?id=130442 This course is for anyone with an interest in educaitonal assessment and would be particularly useful for trainee teachers and teachers in their early years of teaching. The course will equip participants with a basic understanding of the principles of assessment and will demonstrate how these principles may be put into practice. The course is delivered fully online and is supported by qualified online tutors. Wed, 15 Jul 2009 11:08:00 BST http://www.cambridgeassessment.org.uk/ca/Events/Event_Detail?id=130422 A look at a fundamental issue in assessment. Topics covered will include standard setting - concepts and issues; and methods of standard setting (Angoff methods, bookmark methods, rank-ordering method, Award meetings). Wed, 15 Jul 2009 10:47:00 BST http://www.cambridgeassessment.org.uk/ca/Events/Event_Detail?id=129962 We have all read in the press such phrases as 'the 14 to 19 agenda', 'modular GCSEs', 'Diplomas', 'A-stars', 'functional skills'. In this seminar Clara Kenyon from OCR will describe some key changes that are happening in the national assessment system at the moment, and will give us an update on how the changes are going. Tue, 23 Jun 2009 14:11:00 BST http://www.cambridgeassessment.org.uk/ca/Events/Event_Detail?id=129822 This seminar raises the issue of reliability and considers it in the light of present attitudes in society. Wed, 10 Jun 2009 15:23:00 BST http://www.cambridgeassessment.org.uk/ca/Events/Event_Detail?id=129802 This seminar will look at different facets of validity and will focus particularly on the adequacy of our interpretations and actions based on test scores. Tue, 09 Jun 2009 11:27:00 BST http://www.cambridgeassessment.org.uk/ca/Events/Event_Detail?id=129782 Test equating is an important component in assuring the maintenance of standards and comparability of tests. Topics covered will include test equating - concepts and definitions; data collection designs; and methods of equating (linear and equipercentile equating). Mon, 08 Jun 2009 14:26:00 BST http://www.cambridgeassessment.org.uk/ca/Events/Event_Detail?id=129702 This innovative programme is offered by the University of Cambridge Institute of Continuing Education with Cambridge Assessment, one of the world's largest assessment agencies and a department of the University of Cambridge. Led by tutors who are specialists in assessment, the programme provides an introduction to educational assessment, using topical and relevant examples. Fri, 29 May 2009 14:24:00 BST http://www.cambridgeassessment.org.uk/ca/Events/Event_Detail?id=128922 If you are interested in attending the Certificate in the Principles and Practice of Assessment and would like to learn more about it, then come along to a taster session. Held over lunch, the session will give an overview of what you can expect from the course, and will be an opportunity to ask questions of the Course Director, as well as current course participants. Mon, 20 Apr 2009 15:45:00 BST http://www.cambridgeassessment.org.uk/ca/Events/Event_Detail?id=128782 In this seminar we will look at the questions: Are there generic skills for a test developer and how could assessment professionals prepare themselves for their task? Mon, 20 Apr 2009 10:13:00 BST http://www.cambridgeassessment.org.uk/ca/Events/Event_Detail?id=128482 If you are interested in attending the Certificate in the Principles and Practice of Assessment and would like to learn more about it, then come along to a taster session. Held over lunch, the session will give an overview of what you can expect from the course, and will be an opportunity to ask questions of the Course Director, as well as current course participants. Tue, 10 Mar 2009 11:09:00 GMT http://www.cambridgeassessment.org.uk/ca/Events/Event_Detail?id=128463 This seminar will look at different facets of validity - like face, content and contruct validity - and will focus particularly on the adequacy of our interpretations and actions based on test scores. Tue, 10 Mar 2009 11:02:00 GMT http://www.cambridgeassessment.org.uk/ca/Events/Event_Detail?id=128423 In education there has been a lot of interest in school children’s emotional and social abilities – their ‘emotional intelligence’ as well as their conventional intelligence. Does emotional intelligence have an effect on learning and is it possible to improve it with training programmes? Fri, 06 Mar 2009 15:32:00 GMT http://www.cambridgeassessment.org.uk/ca/Events/Event_Detail?id=128003 In this seminar we will look at the claims of the proponents of 'Assessment for Learning' and will ask how national, summative assessments can take their place alongside this. Wed, 18 Feb 2009 15:19:00 GMT http://www.cambridgeassessment.org.uk/ca/Events/Event_Detail?id=127982 In this seminar we will look at the claims of the proponents of 'Assessment for Learning' and will ask how national, summative assessments can take their place alongside this. Mon, 16 Feb 2009 11:00:00 GMT http://www.cambridgeassessment.org.uk/ca/Events/Event_Detail?id=127823 This conference marks a key point of the annual programme, bringing together leading analysts and commentators to scrutinise current developments. It will harness the insights of public policy experts, educationalists and assessment specialists to make a radical contribution to discussion and critique of issues of control of assessment. Tue, 27 Jan 2009 14:12:00 GMT http://www.cambridgeassessment.org.uk/ca/Events/Event_Detail?id=127742 This session will focus on historical and contemporary patterns of innovation, and will include an international comparative perspective. Wed, 21 Jan 2009 15:18:00 GMT http://www.cambridgeassessment.org.uk/ca/Events/Event_Detail?id=127722 Assessment can take many forms. We also use assessment for a variety of purposes. What is often not recognised is that the form of an assessment can have as much influence on outcomes as the construct being assessed. The talk will explore issues involved with the form of assessments and their link to function. Wed, 21 Jan 2009 15:11:00 GMT http://www.cambridgeassessment.org.uk/ca/Events/Event_Detail?id=127702 'The individual in contemporary society is not so much described by tests as constructed by them' (Hanson, 1994). This presentation looks at the power of testing to determine how we think about ourselves and others and how we learn. It then considers how we might make testing a more constructive process. Wed, 21 Jan 2009 15:05:00 GMT http://www.cambridgeassessment.org.uk/ca/Events/Event_Detail?id=127662 Computer-adaptive testing (CAT) is nowadays a quite widely used approach which individualises every test by adapting it progressively to the ability level of the candidate. This talk will outline the processes which underlie the development and use of CAT, and go on to consider how the notion of adaptivity might be further extended in the context of learning and of formative assessment, using language learning as an example. Wed, 21 Jan 2009 13:45:00 GMT http://www.cambridgeassessment.org.uk/ca/Events/Event_Detail?id=127602 The late Jean Rudduck undertook pioneering research into approaches for tapping into learners' understanding of their experience of learning and assessment. What progress has been made towards incorporating consultative processes and learner voice research into the formation of policy and new qualifications? Wed, 21 Jan 2009 09:39:00 GMT http://www.cambridgeassessment.org.uk/ca/Events/Event_Detail?id=127583 This presentation will make use of David Raffe's extensive work on comparing different national systems, to highlight how caution and care is essential in order to draw robust conclusions from international comparisons. Wed, 21 Jan 2009 09:26:00 GMT http://www.cambridgeassessment.org.uk/ca/Events/Event_Detail?id=127562 Coherence - in the curriculum, in qualifications, in national systems - has been a key term in many policy statements over the last decade. This presentation will argue that this much-vaunted concept has been used injudiciously and uncritically, and a review of its credentials as a key driver in curriculum and assessment policy is desperately needed. Tue, 20 Jan 2009 14:37:00 GMT http://www.cambridgeassessment.org.uk/ca/Events/Event_Detail?id=127542 Coherence - in the curriculum, in qualifications, in national systems - has been a key term in many policy statements over the last decade. This presentation will argue that this much-vaunted concept has been used injudiciously and uncritically, and a review of its credentials as a key driver in curriculum and assessment policy is desperately needed. Tue, 20 Jan 2009 12:22:00 GMT http://www.cambridgeassessment.org.uk/ca/Events/Event_Detail?id=127522 Despite successive failures in administration and accumulating evidence of extreme washback effects into the curriculum, national assessment and associated accountability measures remain a solid part of English education policy. This presentation will review the history of development in national testing in England, will scan alternatives which are and aren't being considered, and will look at the most likely direction of future developments. Tue, 20 Jan 2009 12:19:00 GMT http://www.cambridgeassessment.org.uk/ca/Events/Event_Detail?id=127503 Despite successive failures in administration and accumulating evidence of extreme washback effects into the curriculum, national assessment and associated accountability measures remain a solid part of English education policy. This presentation will review the history of development in national testing in England, will scan alternatives which are and aren't being considered, and will look at the most likely direction of future developments. Tue, 20 Jan 2009 12:12:00 GMT http://www.cambridgeassessment.org.uk/ca/Events/Event_Detail?id=127482 Given a 75-year pedigree, it is surprising that certainty-based marking (CBM) has been so little adopted in educational practice. A simple mark scheme can reward students for correctly identifying which of their answers in a test are soundly based, and which not. We will discuss experience with CBM at University College London and Imperial College London, in both formative and summative assessments. Tue, 20 Jan 2009 11:19:00 GMT http://www.cambridgeassessment.org.uk/ca/Events/Event_Detail?id=127462 On its publication in 2001, 'Inside the Black Box' offered evidence-based transformation of assessment practice in England. But some eight years later we have yet to see even modest system revisions of assessment principles and practice in compulsory schooling, an extensive research programme on Assessment for Learning failed to realise anticipated gains, and a senior civil servant has on more than one occasion stated '...we have tried AfL and it doesn't work...'. This presentation will argue that system issues and distortion in policy processes has severely affected the implementation of AfL, and places serious doubt on the idea that 'it has been tried and hasn't worked'. Tue, 20 Jan 2009 11:11:00 GMT http://www.cambridgeassessment.org.uk/ca/Events/Event_Detail?id=127442 We have all read in the press such phrases as 'the 14 to 19 agenda', 'modular GCSEs', 'Diplomas', 'A-stars', 'functional skills'. In this seminar Clara Kenyon, and colleagues from OCR, will describe some key changes that are happening in the national assessment system at the moment, and will give us an update on how the changes are going. Tue, 20 Jan 2009 11:05:00 GMT http://www.cambridgeassessment.org.uk/ca/Events/Event_Detail?id=127422 Over the last two decades there has, in England, been substantial shift in the locus of control and the origin of innovation in qualifications. This presentation will trace these shifts, attempt to explain their cause, and draw from research some of their impacts. Tue, 20 Jan 2009 10:59:00 GMT http://www.cambridgeassessment.org.uk/ca/Events/Event_Detail?id=127402 Over the last two decades there has, in England, been substantial shift in the locus of control and the origin of innovation in qualifications. This presentation will trace these shifts, attempt to explain their cause, and draw from research some of their impacts. Tue, 20 Jan 2009 10:51:00 GMT http://www.cambridgeassessment.org.uk/ca/Events/Event_Detail?id=127082 This session will look at some of the issues involved in the grading decisions taken in CIE that help to maintain the standard required of candidates across many countries in international GCSE and GCE examinations. Thu, 15 Jan 2009 11:55:00 GMT http://www.cambridgeassessment.org.uk/ca/Events/Event_Detail?id=127063 A look at the data and statistics that are employed in grading and awarding. Thu, 15 Jan 2009 11:48:00 GMT http://www.cambridgeassessment.org.uk/ca/Events/Event_Detail?id=126323 This course held over six weeks introduces the key principles involved in designing effective assessment. The course is delivered fully online and tutored by an online facilitator who leads participants through the course materials and activities. It introduces key concepts and ideas which participants can explore further as they require, and links these to the assessments used in English schools. Thu, 18 Dec 2008 15:19:00 GMT http://www.cambridgeassessment.org.uk/ca/Events/Event_Detail?id=126302 Over 140 teaching professionals including researchers and practitioners attended our Parliamentary seminar “Better Training: Better teachers?” on 10 February 2009 Thu, 18 Dec 2008 12:12:00 GMT http://www.cambridgeassessment.org.uk/ca/Events/Event_Detail?id=126242 At this one-day conference for teachers, Professor John Gardner will look at the tensions between the curriculum emphasis on learning for the 21st century, and aspects of existing and potential future assessment systems. Wed, 17 Dec 2008 16:17:00 GMT http://www.cambridgeassessment.org.uk/ca/Events/Event_Detail?id=126203 To meet growing demands for educational reporting to provide information about the knowledge and skills demonstrated by students, in 2001 the senior secondary certificate in New South Wales was changed from norm-referenced reporting of marks to standards-referenced reporting. The presentation will discuss how reporting standards were established and validated. Wed, 17 Dec 2008 11:43:00 GMT http://www.cambridgeassessment.org.uk/ca/Events/Event_Detail?id=125122 This two-week residential programme in Cambridge is for anyone interested in the design and delivery of public assessment, and looks at our current and future contexts. Our international delegates review best practice with us and share their experiences. We debate the principles of assessment design and how we can carry these forward into practice. We address key issues, such as: What do our stakeholders need and require from us? How do we fulfil our responsibilities regarding accountability and the impact of assessment in society? Where can we make radical change to improve quality and effectiveness? Should we compromise - and if so, why and when? Where can the fast moving world of technology help us? Fri, 28 Nov 2008 11:22:00 GMT http://www.cambridgeassessment.org.uk/ca/Events/Event_Detail?id=124662 The Association for Educational Assessment (Europe) has set up a professional accreditation scheme for assessment professionals. It is now possible to apply for accreditation as either a Practitioner or Fellow of AEA-Europe. If you want to consider applying for Practitioner or for Fellow status this briefing session will tell you about the AEA-Europe scheme and explain how you can go about applying. Mon, 17 Nov 2008 15:04:00 GMT http://www.cambridgeassessment.org.uk/ca/Events/Event_Detail?id=124342 The Association for Educational Assessment (Europe) has set up a professional accreditation scheme for assessment professionals. It is now possible to apply for accreditation as either a Practitioner or Fellow of AEA-Europe. If you want to consider applying for Practitioner or for Fellow status this briefing session will tell you about the AEA-Europe scheme and explain how you can go about applying. Tue, 11 Nov 2008 10:28:00 GMT http://www.cambridgeassessment.org.uk/ca/Events/Event_Detail?id=124282 The Association for Educational Assessment (Europe) has set up a professional accreditation scheme for assessment professionals. It is now possible to apply for accreditation as either a Practitioner or Fellow of AEA-Europe. If you want to consider applying for Practitioner or for Fellow status this briefing session will tell you about the AEA-Europe scheme and explain how you can go about applying. Wed, 05 Nov 2008 15:37:00 GMT http://www.cambridgeassessment.org.uk/ca/Events/Event_Detail?id=123446 This talk, accompanied by material from the Cambridge Assessment archives, will explain how Cambridge Assessment came to be a department of the University and how the relationship has evolved over the century and a half since the organisation was established. Thu, 02 Oct 2008 15:26:00 BST http://www.cambridgeassessment.org.uk/ca/Events/Event_Detail?id=121962 How can we use assessment data to help students make the best progress? How does your school manage and exploit the assessment data that is around? Does assessment data help or hinder? The Cambridge Assessment Network invites middle managers in secondary schools with an interest in assessment to a one-day workshop to explore these issues. Wed, 06 Aug 2008 16:19:00 BST http://www.cambridgeassessment.org.uk/ca/Events/Event_Detail?id=121502 This seminar will describe in broad terms the development of vocational assessments in England and Wales, and colleagues from Cambridge Assessment who remember working with the RSA will give us the human side of this story. Mon, 28 Jul 2008 16:08:00 BST http://www.cambridgeassessment.org.uk/ca/Events/Event_Detail?id=121422 This talk will look at the contribution of Cambridge secondary examinations to education in Singapore. Thu, 24 Jul 2008 10:42:00 BST http://www.cambridgeassessment.org.uk/ca/Events/Event_Detail?id=119722 Jointly hosted by Barry Sheerman MP and Cambridge Assessment, the seminar is on the subject: “Why Government education initiatives work – or don’t; The evidence base for policy-making”. Thu, 29 May 2008 14:08:00 BST http://www.cambridgeassessment.org.uk/ca/Events/Event_Detail?id=119022 This innovative course is offered by the University of Cambridge Institute of Continuing Education with Cambridge Assessment, one of the world's largest assessment agencies and a department of the University of Cambridge. Led by tutors who are specialists in assessment, the course provides an introduction to educational assessment using topic and relevant examples. Wed, 07 May 2008 09:35:00 BST http://www.cambridgeassessment.org.uk/ca/Events/Event_Detail?id=118802 14-19 Reform - a global perspective. International educationalists will address the challenges in reforming 14-19 education that they see on their own continents, at an international education conference hosted by Cambridge Assessment. Mon, 28 Apr 2008 09:33:00 BST http://www.cambridgeassessment.org.uk/ca/Events/Event_Detail?id=118182 As part of the celebrations for its 150th anniversary, Cambridge Assessment will jointly host an event with the East Anglia branch of the British Computer Society (BCS) and the International Institute of Business Analysis (IIBA), focusing on Agile methods. Wed, 09 Apr 2008 14:07:00 BST http://www.cambridgeassessment.org.uk/ca/Events/Event_Detail?id=117984 How and when did Cambridge ESOL (formerly known as UCLES EFL) first come into being? What factors have shaped its development over almost a century since the first EFL examination was created in 1913? What led to the introduction of each subsequent new EFL examination during that period and how/why have they changed in the way that they have? What is Cambridge's current status as a major international provider of ESOL examinations and where are we likely to go in the future? Thu, 03 Apr 2008 11:25:00 BST http://www.cambridgeassessment.org.uk/ca/Events/Event_Detail?id=117782 This is the second in a series which looks at the different stages in Cambridge Assessment's history. Helen Patrick will focus on developments following 1945, using the Cambridge Syndicate's experience to illustrate recurring themes in the history of assessment in England. Ron McLone will present a personal view of the roles (and performances) of the various players involved. Tue, 18 Mar 2008 10:39:00 GMT http://www.cambridgeassessment.org.uk/ca/Events/Event_Detail?id=116942 This is the first in a series which looks at the different stages in Cambridge Assessment’s history. Andrew Watts will describe why the Cambridge examinations were started, how they were different 150 years ago, how they came to be accepted as part of the national education system and how Cambridge became the ‘exam board for the colonies’. Thu, 21 Feb 2008 10:45:00 GMT http://www.cambridgeassessment.org.uk/ca/Events/Event_Detail?id=116742 This course held over six weeks introduces the key principles involved in designing effective assessment. The course is delivered fully online and tutored by an online facilitator who leads participants through the course materials and activities. It introduces key concepts and ideas which participants can explore further as they require, and links these to the assessments used in English schools. Fri, 01 Feb 2008 10:10:00 GMT http://www.cambridgeassessment.org.uk/ca/Events/Event_Detail?id=116518 This seminar raises the issue of reliability and considers it in the light of present attitudes in society. Materials from the first Cambridge Assessment Conference will be shown and discussed. Fri, 21 Dec 2007 14:57:00 GMT http://www.cambridgeassessment.org.uk/ca/Events/Event_Detail?id=116517 The concept of validity has been broadened in the last fifteen years and has become the key issue for those who want to create appropriate assessments. This seminar will look at different facets of validity - like face, content and construct validity - and will focus particularly on the adequacy of our interpretations and actions based on test scores. Fri, 21 Dec 2007 14:51:00 GMT http://www.cambridgeassessment.org.uk/ca/Events/Event_Detail?id=116516 What is the process that underlies the creation of assessments? Many assessment professionals, including teachers, simply look at what has been done before and reproduce that. In this seminar we will look at the questions: Are there generic skills for a test developer and how could assessment professionals prepare themselves for their task? Fri, 21 Dec 2007 14:42:00 GMT http://www.cambridgeassessment.org.uk/ca/Events/Event_Detail?id=116515 Assessment is inextricably linked to what is being learnt, and the ideal is for assessment to support students' learning. In this seminar we will look at the claims of the proponents of 'assessment for learning' and will ask how national, summative assessments can take their place alongside this. Fri, 21 Dec 2007 14:38:00 GMT http://www.cambridgeassessment.org.uk/ca/Events/Event_Detail?id=116511 A look at a fundamental issue in assessment. Topics covered will include standard setting - concepts and issues; and methods of standard setting (Angoff methods, bookmark methods, rank-ordering method, Award meetings). Thu, 20 Dec 2007 16:16:00 GMT http://www.cambridgeassessment.org.uk/ca/Events/Event_Detail?id=116510 Test equating is an important component in assuring the maintenance of standards and comparability of tests. Thu, 20 Dec 2007 16:13:00 GMT http://www.cambridgeassessment.org.uk/ca/Events/Event_Detail?id=116509 This will provide plenty of opportunity for group discussion of the philosophical issues which arise from the notions of reliability and validity. Thu, 20 Dec 2007 16:09:00 GMT http://www.cambridgeassessment.org.uk/ca/Events/Event_Detail?id=116508 A discussion of the uses of data which is available at the level of the whole test and the individual item. Thu, 20 Dec 2007 16:02:00 GMT http://www.cambridgeassessment.org.uk/ca/Events/Event_Detail?id=116507 A look at the data and statistics that are employed in grading and awarding. Thu, 20 Dec 2007 15:55:00 GMT http://www.cambridgeassessment.org.uk/ca/Events/Event_Detail?id=116506 An explanation of what is meant by a bank of calibrated items with a discussion on different data collection designs and techniques for adding items to a bank, plus detailed worked examples and practice exercises. Thu, 20 Dec 2007 15:52:00 GMT http://www.cambridgeassessment.org.uk/ca/Events/Event_Detail?id=116504 Assessment for Learning (classroom-based assessment which is designed to improve students' learning) continues to be a topic of great interest and discussion. This one-day conference for teachers is designed for all staff interested in Assessment for Learning, especially assessment leaders. Thu, 20 Dec 2007 14:17:00 GMT http://www.cambridgeassessment.org.uk/ca/Events/Event_Detail?id=116503 Assessment for Learning (classroom-based assessment which is designed to improve students' learning) continues to be a topic of great interest and discussion. This one-day conference for teachers is tailored to address school managers, and teachers of English, Science, Maths and History. Thu, 20 Dec 2007 14:10:00 GMT http://www.cambridgeassessment.org.uk/ca/Events/Event_Detail?id=116502 This participative workshop for teachers will explore the issues of how schools manage and exploit assessment data, and the place of assessment data in helping students make progress. Thu, 20 Dec 2007 14:01:00 GMT http://www.cambridgeassessment.org.uk/ca/Events/Event_Detail?id=116498 The Association for Educational Assessment (Europe) has set up a professional accreditation scheme for assessment professionals. It is now possible to apply for accreditation as either a Practioner or Fellow of AEA-Europe. You can find out more about this sceme at the AEA-Europe website. If you want to consider applying for Practitioner or for Fellow status, this briefing session will tell you about the scheme and explain how you can go about applying. Tue, 18 Dec 2007 14:15:00 GMT http://www.cambridgeassessment.org.uk/ca/Events/Event_Detail?id=116497 The Association for Educational Assessment (Europe) has set up a professional accreditation scheme for assessment professionals. It is now possible to apply for accreditation as either a Practioner or Fellow of AEA-Europe. You can find out more about this scheme at the AEA-Europe website. If you want to consider applying for Practitioner or for Fellow status, this briefing session will tell you about the scheme and explain how you can go about applying. Tue, 18 Dec 2007 14:03:00 GMT http://www.cambridgeassessment.org.uk/ca/Events/Event_Detail?id=116496 We identify bias in interview procedures, tests and examinations through established psychometric procedures. But identification is not the same as removal. This seminar looks at various forms of bias and examines legal implications and the role of the assessment professional in building a more just society. Tue, 18 Dec 2007 13:57:00 GMT http://www.cambridgeassessment.org.uk/ca/Events/Event_Detail?id=116495 Both norm referencing and criterion referencing are essential to any assessment. There is no point in knowing how well a person performs in an examination in comparison to others, if we have no idea about the standard of achievement of these others. This seminar exposes the misunderstandings that arise in the the area of standards. Tue, 18 Dec 2007 13:47:00 GMT http://www.cambridgeassessment.org.uk/ca/Events/Event_Detail?id=116494 Every assessment professional knows that good validity is the defining feature of a good assessment. Without it, there would be no point in carrying out an assessment at all. This seminar examines the various forms of validity as well as considering how we can explain these concepts to interested non-professionals. Tue, 18 Dec 2007 12:13:00 GMT http://www.cambridgeassessment.org.uk/ca/Events/Event_Detail?id=116492 Psychometric reliability tells us the extent to which a test or assessment has been contaminated by error. The seminar considers how we can solve the problems caused by the complexity of the concept of error and then present evidence for good practice to sceptical outsiders. Tue, 18 Dec 2007 11:58:00 GMT http://www.cambridgeassessment.org.uk/ca/Events/Event_Detail?id=116482 This seminar will introduce some of the ways psychometric principles are used in the employment arena. It will give an opportunity for the audience both to understand the use of psychometric tests better and to discuss the implications of using them. Fri, 14 Dec 2007 14:22:00 GMT http://www.cambridgeassessment.org.uk/ca/Events/Event_Detail?id=116481 This presentation will take as its focus the motives and historical/cultural context for taking examinations in the medium of English. Fri, 14 Dec 2007 14:18:00 GMT http://www.cambridgeassessment.org.uk/ca/Events/Event_Detail?id=116479 The presentation will consider: the background to the proliferation of entrance-testing for the most competitive-for-entry university courses in recent years; the range, utility and limitations of admissions tests being used; possible future developments in this area. Fri, 14 Dec 2007 14:12:00 GMT http://www.cambridgeassessment.org.uk/ca/Events/Event_Detail?id=116478 This seminar will discuss why e-marking may enable a very rapid take up of e-testing, and how it might then be possible to use e-marking to validate teacher assessment. Fri, 14 Dec 2007 14:09:00 GMT http://www.cambridgeassessment.org.uk/ca/Events/Event_Detail?id=116477 This seminar will discuss the development of the rank-ordering method out of the Thurstone paired comparisons method used in UK comparability research, and will discuss some theoretical and practical issues raised by the method. Fri, 14 Dec 2007 13:56:00 GMT http://www.cambridgeassessment.org.uk/ca/Events/Event_Detail?id=116476 Developments in the use of PDP have highlighted benefits and issues from the perspective of students, academics and employers. This session will provide an opportunity to discuss the issues to consider when assessing the value of Personal Development Planning. Fri, 14 Dec 2007 12:10:00 GMT http://www.cambridgeassessment.org.uk/ca/Events/Event_Detail?id=116475 There is a need to challenge prevailing myths about the relative performance of boys and girls in school - a profound need to dispel simplistic representation of gendered achievement in education and training, and in particular, myths around boys' under-achievement. This presentation takes a 'life trajectory' approach to understanding the issue of gender and achievement, integrating evidence in a new way, to yield some new and challenging understandings of what is happening. Fri, 14 Dec 2007 11:54:00 GMT http://www.cambridgeassessment.org.uk/ca/Events/Event_Detail?id=116469 This presentation will explore the rationale for grades and levels, and examine the place which grades and levels should have in modern qualifications systems. Thu, 13 Dec 2007 14:42:00 GMT http://www.cambridgeassessment.org.uk/ca/Events/Event_Detail?id=116468 Strongly contrasting mechanisms for facilitating recognition in learning exist across Europe. While the European Qualifications Framework, the Bologna and Lisbon agreements are top-down system-level approaches to supporting movement of workers and cross-country recognition of learning, other 'bottom-up' approaches are being encouraged. The presentation will explore the potential of these approaches and whether they pose an alternative to 'traditional' forms of certification. Thu, 13 Dec 2007 14:37:00 GMT http://www.cambridgeassessment.org.uk/ca/Events/Event_Detail?id=116467 This presentation will argue that we need to constantly re-examine the purposes of educational testing, and will look in particular at the extent to which assessment agencies should be concerned with the uses of the qualifications and tests which they produce and manage. Thu, 13 Dec 2007 14:33:00 GMT http://www.cambridgeassessment.org.uk/ca/Events/Event_Detail?id=116465 This seminar will look at public examinations and seek to clarify what their purposes are, and what they have been. Thu, 13 Dec 2007 10:41:00 GMT http://www.cambridgeassessment.org.uk/ca/Events/Event_Detail?id=116454 In this presentation, Tim argues that the time has come to take a closer look at the safeguards we should have in place when major changes to the education system are being planned. Wed, 12 Dec 2007 14:02:00 GMT http://www.cambridgeassessment.org.uk/ca/Events/Event_Detail?id=116453 Did anyone anticipate what was to happen in the summer of 2002? Was it really a crisis of the proportions represented in the press coverage? This will give an insider's view of the crisis, giving an insight into the way in which Government and its agencies work. Wed, 12 Dec 2007 13:55:00 GMT http://www.cambridgeassessment.org.uk/ca/Events/Event_Detail?id=116452 This seminar will explore the concept of 'error' as it relates to large-scale educational assessments, such as national tests or public examinations. Wed, 12 Dec 2007 13:50:00 GMT http://www.cambridgeassessment.org.uk/ca/Events/Event_Detail?id=116451 Kathryn Ecclestone will talk about her latest research on the uses of assessment in vocational and other settings for adult learners. Wed, 12 Dec 2007 13:41:00 GMT http://www.cambridgeassessment.org.uk/ca/Events/Event_Detail?id=116450 The relationship between awarding bodies and schools is one which has changed over time. This seminar will take a historical perspective on the relationship, with reference to such initiatives as local CSE boards and Mode 3 syllabuses, and will discuss whether the experience of the past can help provide a direction for the future. Wed, 12 Dec 2007 13:35:00 GMT http://www.cambridgeassessment.org.uk/ca/Events/Event_Detail?id=116449 Changes in assessment processes and practices have been used to drive reform of the curriculum and teaching for more than 20 years. Why has this occurred and with what impact on educational experience and standards? Wed, 12 Dec 2007 12:15:00 GMT http://www.cambridgeassessment.org.uk/ca/Events/Event_Detail?id=116448 A brief review of the mathematical concepts needed to understand Rasch models, plus an introduction to the latent trait theory and the Rasch model for dichotomous items. Wed, 12 Dec 2007 12:03:00 GMT http://www.cambridgeassessment.org.uk/ca/Events/Event_Detail?id=116385 This two-week residential programme in Cambridge is for anyone interested in the design and delivery of public assessment, and looks at our current and future contexts. Our international delegates review best practice with us and share their experiences. We debate the principles of assessment design and how we can carry these forward into practice. Mon, 03 Dec 2007 09:39:00 GMT http://www.cambridgeassessment.org.uk/ca/Events/Event_Detail?id=110883 ‘Competence-based education and training’ has emerged as a dominant force in the development of vocational education and training, both nationally and internationally. But this presentation suggests that qualifications central to the UK system and to other nations’ systems are based on defective notions of competence. Sat, 01 Sep 2007 15:33:00 BST http://www.cambridgeassessment.org.uk/ca/Events/Event_Detail?id=110902 Currently there is a renewed emphasis on Assessment for Learning: classroom-based assessment which is designed to improve students’ learning. Thu, 26 Jul 2007 13:59:00 BST http://www.cambridgeassessment.org.uk/ca/Events/Event_Detail?id=110898 The Association of Language Testers in Europe (ALTE) is holding its 3rd International Conference at the University of Cambridge, hosted by the University of Cambridge ESOL Examinations. Thu, 26 Jul 2007 12:13:00 BST http://www.cambridgeassessment.org.uk/ca/Events/Event_Detail?id=110897 The conference will be held from 7-12 September 2008. The theme is Re-interpreting Assessment: Society, Measurement and Meaning. The keynote speakers will be Professor Robert J Mislevy, University of Maryland, and Professor Dylan Wiliam, Institute of Education - University of London. Thu, 26 Jul 2007 11:59:00 BST http://www.cambridgeassessment.org.uk/ca/Events/Event_Detail?id=110882 This course has been designed for those working in education and interested in assessment issues, including teachers, examiners, item writers, exams officers and other professionals working in assessment. Tue, 17 Jul 2007 14:52:00 BST http://www.cambridgeassessment.org.uk/ca/Events/Event_Detail?id=110895 The internet enables "globally distributed, near instant, person to person conversations" - are you enabling such conversations inside your organisation? Fri, 29 Jun 2007 15:58:00 BST http://www.cambridgeassessment.org.uk/ca/Events/Event_Detail?id=110894 This seminar raises the issue of reliability and considers it in the light of present attitudes in society. Materials from the first Cambridge Assessment Conference will be shown and discussed. Fri, 29 Jun 2007 15:57:00 BST http://www.cambridgeassessment.org.uk/ca/Events/Event_Detail?id=110893 A look at a fundamental issue in assessment. Fri, 29 Jun 2007 15:55:00 BST http://www.cambridgeassessment.org.uk/ca/Events/Event_Detail?id=110892 There are three histories of GNVQs – the scant public record, the myths, and the ‘real story’. Fri, 29 Jun 2007 15:51:00 BST http://www.cambridgeassessment.org.uk/ca/Events/Event_Detail?id=110891 This seminar will explore the conflicts and pressures of trying to assess something that is considered to be a subjective matter, and will suggest solutions that will stand up to objective scrutiny. Fri, 29 Jun 2007 15:50:00 BST http://www.cambridgeassessment.org.uk/ca/Events/Event_Detail?id=110890 Test equating is an important component in assuring the maintenance of standards and comparability of tests. Fri, 29 Jun 2007 15:49:00 BST http://www.cambridgeassessment.org.uk/ca/Events/Event_Detail?id=110889 The concept of validity has been broadened in the last fifteen years and has become the key issue for those who want to create appropriate assessments. Fri, 29 Jun 2007 15:47:00 BST http://www.cambridgeassessment.org.uk/ca/Events/Event_Detail?id=110888 This seminar will present the case for and against the use of open source software, dispelling the myths around it and introducing attendees to some of the open source programs available. Fri, 29 Jun 2007 15:46:00 BST http://www.cambridgeassessment.org.uk/ca/Events/Event_Detail?id=110887 The aim of the Cambridge Assessment Conference is to raise fundamental issues about assessment and its use in modern education systems. Fri, 29 Jun 2007 15:43:00 BST http://www.cambridgeassessment.org.uk/ca/Events/Event_Detail?id=110886 This will provide plenty of opportunity for group discussion of the philosophical issues which arise from the notions of reliability and validity. Fri, 29 Jun 2007 15:41:00 BST http://www.cambridgeassessment.org.uk/ca/Events/Event_Detail?id=110885 This seminar discusses the HOMEWORK system that uses a combination of interactive whiteboard and tablet PC devices with bespoke software to support young maths learners at school, home and in-between. Fri, 29 Jun 2007 15:40:00 BST http://www.cambridgeassessment.org.uk/ca/Events/Event_Detail?id=110884 A discussion of the uses of data which is available at the level of the whole test and the individual item. Fri, 29 Jun 2007 15:37:00 BST http://www.cambridgeassessment.org.uk/ca/Events/Event_Detail?id=110901 A look at the data and statistics that are employed in grading and awarding. Thu, 21 Jun 2007 16:02:00 BST http://www.cambridgeassessment.org.uk/ca/Events/Event_Detail?id=110900 This session will provide an opportunity to discuss approaches to assessing PDP in different subject areas in Higher Education and the issues that need to be considered. Thu, 21 Jun 2007 16:01:00 BST http://www.cambridgeassessment.org.uk/ca/Events/Event_Detail?id=110896 In 2000, Sheila Dainton noticed the shifting definitions, in Government speeches, of ‘personalised learning’. In 2006 we continue to have significant lack of clarity in this concept; a worrying issue, given its centrality in many public statements regarding the ‘direction of travel’ of educational policy. Wed, 13 Jun 2007 15:13:00 BST