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=141982 * 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. Thu, 11 Apr 2013 13:35:00 GMT http://www.cambridgeassessment.org.uk/ca/Events/Event_Detail?id=141482 We can't escape the fact that maths skills are not only core to our understanding of other subjects but integral to the vitality of a modern economy. But is the ‘right’ maths being taught in schools? Our panel of experts will debate how we can ensure students get a ‘proper’ maths education at the right age. Wed, 20 Feb 2013 10:11:00 GMT http://www.cambridgeassessment.org.uk/ca/Events/Event_Detail?id=141349 Cheating and plagiarism have become very serious problems in schools and colleges alike. Cheating can be seen as any action that violates the rules for administering a test. It can take a wide variety of forms and may involve any of the stakeholders in the testing process including candidates, their teachers and those responsible for administering the test. Teachers, examination boards and their agents clearly have a responsibility to discourage cheating on their tests and to minimise it wherever possible. Dr Ardeshir Geranpayeh (Cambridge English) will explain the concept of cheating and plagiarism, the context under which they happen, what is at stake, and the reasons underlying this increasingly widespread phenomenon. The standards for the prevention of cheating and various measures to control this phenomenon will also be discussed. Thu, 07 Feb 2013 13:59:00 GMT http://www.cambridgeassessment.org.uk/ca/Events/Event_Detail?id=141348 Since KS3 tests were abandoned in 2010, there has been a significant increase in the proportion of students entered for GCSEs early – e.g. in Year 9 or Year 10, rather than at the end of Year 11. Considering both OCR data and national data, researchers Beth Black (OCR), Chung-Pak Cheung (OCR) and Tim Gill (Cambridge Assessment) will discuss the magnitude of early entry, look at whether early entry has any negative impact on candidates achieving good grades, and whether there is any evidence that early entry has an impact upon A level subject choices and subsequent attainment at A level. Will the ‘linearisation’ of GCSEs increase or decrease the practices of early entry in schools? Thu, 07 Feb 2013 13:57:00 GMT http://www.cambridgeassessment.org.uk/ca/Events/Event_Detail?id=141344 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. Thu, 07 Feb 2013 13:48:00 GMT http://www.cambridgeassessment.org.uk/ca/Events/Event_Detail?id=141343 Independent Education Consultant Dr John Raven will summarise some results from a programme of educational research which has been intermittently sustained for 50 years. How can we understand, and find ways of intervening in (or harnessing), the network of social forces which have the future of mankind and the planet in their grip? Thu, 07 Feb 2013 13:43:00 GMT http://www.cambridgeassessment.org.uk/ca/Events/Event_Detail?id=141342 Mathematical problem solving skills are somewhat nebulous and difficult to specify satisfactorily in marking schemes. In this talk Dr Ian Jones (Loughborough University) will present a recent study in which an approach, called Comparative Judgement, that is based on collective expertise and requires no marking schemes, was used to assess mathematical problem solving. Thu, 07 Feb 2013 13:30:00 GMT http://www.cambridgeassessment.org.uk/ca/Events/Event_Detail?id=141182 Education Innovation Conference and Exhibition is a brand new, national event and we're very excited to be taking part. Visit us at the OCR stand (E4) and find out about our leading IT qualifications including the new Entry Level Certificate in Computing, as well as our new Raspberry Pi teaching resources mapped to the IT curriculum. Join us at our CPD seminar session ‘using technology in the classroom to improve teaching and learning’ (Friday 8 March 2013 from 10.30am – 11.30am in the Yellow Seminar Room) featuring Clive Beale, Educational Development Director for the Raspberry Pi Foundation. Tue, 22 Jan 2013 09:59:00 GMT http://www.cambridgeassessment.org.uk/ca/Events/Event_Detail?id=141122 Watch our debate live online (10:00 - 13:00 on 28 February). Participants will evaluate what '21st century skills' students are being taught today and debate whether they're being properly assessed and recognised. Wed, 16 Jan 2013 14:16:00 GMT http://www.cambridgeassessment.org.uk/ca/Events/Event_Detail?id=141047 Since 1990, many former socialist states in Europe have developed new exams at the school/university interface. Recently, some have gone further and introduced ‘unified admission systems’ to allocate university places according to clearly defined procedures in which applicants’ wishes are given due recognition. Such systems are transparent and allow the ‘correctness’ of outcomes to be demonstrated – both important where the perception of corruption is great. The speakers will describe the key features of these systems and explore the principles underpinning the algorithms used to allocate places. Fri, 14 Dec 2012 14:39:00 GMT http://www.cambridgeassessment.org.uk/ca/Events/Event_Detail?id=141045 International surveys such as PISA, TIMSS, PIRLS etc. seem to be gaining increasing leverage when countries come to review educational policy but how much can we believe about them? What do they really tell us and how much faith can we have in them? Fri, 14 Dec 2012 14:36:00 GMT http://www.cambridgeassessment.org.uk/ca/Events/Event_Detail?id=140882 Cambridge Assessment will be at one of the largest education technology exhibitions in the world at ExCeL, London. If you are planning to attend BETT please come and visit us at stand B240. Fri, 23 Nov 2012 15:12:00 GMT http://www.cambridgeassessment.org.uk/ca/Events/Event_Detail?id=140862 Cambridge Assessment Singapore is running an inaugural event which will bring together speakers Dr Peeter Mehisto, author of Excellence in Bilingual Education, and Professor Amy Tsui, Faculty of Education, University of Hong Kong, who will share their insights into the cognitive benefits of bilingual education. The seminar will be streamed live - 12.15pm to 3pm (Bangkok Time) or 1.15pm to 4pm (Singapore Time) or 3.15 to 6pm (Sydney Time) - using the Blackboard Collaborate system. Thu, 22 Nov 2012 12:25:00 GMT http://www.cambridgeassessment.org.uk/ca/Events/Event_Detail?id=140317 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. Wed, 15 Aug 2012 16:03:00 GMT http://www.cambridgeassessment.org.uk/ca/Events/Event_Detail?id=140316 This session will consider the deepest and probably the most confusing of controversies of modern validity theory: what is a construct, and are constructs actually that important when planning and conducting validation work? Wed, 15 Aug 2012 16:02:00 GMT http://www.cambridgeassessment.org.uk/ca/Events/Event_Detail?id=140315 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. Main topics include: the link between measurement theory and the Rasch model, Item Characteristic Curves (ICCs), and analysing the fit of the data to the model. Wed, 15 Aug 2012 16:01:00 GMT http://www.cambridgeassessment.org.uk/ca/Events/Event_Detail?id=140314 This forum aims to promote discussion around a key debate in the process of awarding GCSE and A level grades – the ‘statistics versus judgement’ debate. Wed, 15 Aug 2012 15:59:00 GMT http://www.cambridgeassessment.org.uk/ca/Events/Event_Detail?id=140313 Georgina Sear, Head of Assessor Management at OCR (our UK exam board), will present three new tools for selecting valid and manageable assessment types for vocational qualifications following the removal of the NVQ Code of Practice. Wed, 15 Aug 2012 15:56:00 GMT http://www.cambridgeassessment.org.uk/ca/Events/Event_Detail?id=140312 This one-day course provides insights and guidance on issues in question writing. It has been devised by expert practitioners based on their research and experience. It is led by Dr Victoria Crisp and Nicky Rushton, members of the Cambridge Assessment Research Division. Wed, 15 Aug 2012 15:54:00 GMT http://www.cambridgeassessment.org.uk/ca/Events/Event_Detail?id=140311 Ofsted plays a role in both accountability and improvement across a wide range of services for children and learners. With a new school inspection framework having been introduced in early 2012, and significant changes in the approach to accountability across government, Richard Brooks (Director, Strategy) will look at how Ofsted is developing its work and how this relates to assessment. Wed, 15 Aug 2012 15:52:00 GMT http://www.cambridgeassessment.org.uk/ca/Events/Event_Detail?id=140310 Each year examination boards and awarding bodies have to respond to some negative perceptions in the press and among their stakeholders of the working of the examination system. Yet statistics suggest that the examinations achieve a reasonable level of reliability. Is a general questioning of the professionalism of the boards undermining the national exam system? Wed, 15 Aug 2012 15:49:00 GMT http://www.cambridgeassessment.org.uk/ca/Events/Event_Detail?id=140309 This session will provide an overview of the processes of grading and awarding, which are central to the establishment and maintenance of examination standards. The main focus will be on current practices for the grading and awarding of general qualifications, including the consideration of evidence from various sources, and the application of the uniform mark scale (UMS). There will also be a discussion of historical grading practices and alternative approaches to the reporting of results. Wed, 15 Aug 2012 15:47:00 GMT http://www.cambridgeassessment.org.uk/ca/Events/Event_Detail?id=140308 Each year examination boards and awarding bodies have to respond to some negative perceptions in the press and among their stakeholders of the working of the examination system. Yet statistics suggest that the examinations achieve a reasonable level of reliability. Is a general questioning of the professionalism of the boards undermining the national exam system? Wed, 15 Aug 2012 12:17:00 GMT http://www.cambridgeassessment.org.uk/ca/Events/Event_Detail?id=140307 A look at a fundamental issue in assessment. 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. Wed, 15 Aug 2012 12:15:00 GMT http://www.cambridgeassessment.org.uk/ca/Events/Event_Detail?id=140306 Traditionally, examinations in the UK have relied on a close link with teaching and learning communities (of vocational or subject specialists) to underpin the validity of their assessments. How can we ensure the value of assessment results by reaffirming this traditional system? Is the gathering of ‘validity evidence’ and validation by assessment experts the way to do this? Wed, 15 Aug 2012 12:12:00 GMT http://www.cambridgeassessment.org.uk/ca/Events/Event_Detail?id=140305 Find out how an international awarding body is attempting to build an understanding of the needs of bilingual learners in order to guide best practice and future developments. Wed, 15 Aug 2012 11:54:00 GMT http://www.cambridgeassessment.org.uk/ca/Events/Event_Detail?id=140304 At this seminar, the speakers will debate the challenge of evaluating the impact of specification change on student learning and development in relation totheir recent evaluation work on the impact of changes to A Level and GCSE specifications. Wed, 15 Aug 2012 11:51:00 GMT http://www.cambridgeassessment.org.uk/ca/Events/Event_Detail?id=140302 Reports of a disjunction between modern validity theory and present day validation practice are increasingly common; and the ways in which people describe and characterise validity, even within the literature, are frequently equally out-of-kilter. What are we to make of this disconnection? Is it possible that modern validity theory is just too abstract, confusing or unclear to scaffold effective practice? Participants will be encouraged to examine the extent to which this may or may not be true. Wed, 15 Aug 2012 11:46:00 GMT http://www.cambridgeassessment.org.uk/ca/Events/Event_Detail?id=140262 This introductory course (with examples in the context of scores on a test) is aimed at people with little or no knowledge of statistics. It looks at basic summary statistics, such as the mean, mode, median, range and standard deviation, and graphical ways of displaying data, such as frequency distributions, cumulative frequency curves, histograms and boxplots. It also looks at the properties of the normal distribution curve. Mon, 13 Aug 2012 11:22:00 GMT http://www.cambridgeassessment.org.uk/ca/Events/Event_Detail?id=140103 ‘Confident learners, confident teachers: new ways of looking at leadership’ is the theme of this year’s Cambridge Teachers Conference. This annual event hosted by University of Cambridge International Examinations is expected to see more than 200 teachers from Cambridge schools worldwide exchange ideas and experiences. Thu, 21 Jun 2012 14:35:00 GMT http://www.cambridgeassessment.org.uk/ca/Events/Event_Detail?id=139642 Equipping students with effective tools and strategies that help them to think critically and reason logically is essential preparation to meet the challenges of the 21st century. Students need these skills sets to enable them to compete with their contemporaries, located all over the world, to secure places in higher education and employment. Many people acknowledge the benefits of so called '21st century skills' but are all students getting equal access to them and are they being properly assessed and recognised? What is the impact of 21st century skills in international contexts? And are the needs of industry and higher education really being met? Wed, 25 Apr 2012 12:46:00 GMT http://www.cambridgeassessment.org.uk/ca/Events/Event_Detail?id=139284 This course, offered by the University of Cambridge Institute of Continuing Education with Cambridge Assessment provides an introduction to educational assessment, using topical and relevant examples. Thu, 15 Mar 2012 09:05:00 GMT http://www.cambridgeassessment.org.uk/ca/Events/Event_Detail?id=139282 This introductory session is an opportunity to find out more about the Certificate in the Principles and Practice of Assessment. 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. Thu, 15 Mar 2012 08:57:00 GMT http://www.cambridgeassessment.org.uk/ca/Events/Event_Detail?id=139262 This introductory session is an opportunity to find out more about the Certificate in the Principles and Practice of Assessment. 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. Wed, 14 Mar 2012 13:20:00 GMT http://www.cambridgeassessment.org.uk/ca/Events/Event_Detail?id=139222 One aim of the Cambridge Assessment Research Division is to explore methodological thinking to ensure that Cambridge Assessment is at the forefront of intellectual debates. This seminar will report on recent research which has critically evaluated two different research methods used for developing and evaluating educational assessments. Tue, 13 Mar 2012 15:47:00 GMT http://www.cambridgeassessment.org.uk/ca/Events/Event_Detail?id=139202 View films and presentations from our live debate on 22 May 2012. Thu, 01 Mar 2012 17:46:00 GMT http://www.cambridgeassessment.org.uk/ca/Events/Event_Detail?id=139182 This seminar looks at the differences between a psychometric approach to assessment, found more commonly in the US, and one that is embedded in a broader view of curriculum aims and linked to teaching, as in the UK. Wed, 29 Feb 2012 16:17:00 GMT http://www.cambridgeassessment.org.uk/ca/Events/Event_Detail?id=139002 This session will provide plenty of opportunity for group discussion of the philosophical issues which arise from the notions of reliability and validity. Tue, 14 Feb 2012 15:12:00 GMT http://www.cambridgeassessment.org.uk/ca/Events/Event_Detail?id=138983 Examiner judgements are an essential part of the assessment process. In this session there will be two presentations looking at how examiners in different contexts arrive at their judgements, and what variables have an influence on the judgements that are made. Mon, 13 Feb 2012 11:17:00 GMT http://www.cambridgeassessment.org.uk/ca/Events/Event_Detail?id=138825 Our attitudes to risks are changing. If something goes wrong, surely someone, somewhere must be to blame. But this tends towards a focus on human error – which is only one form of the many sources of risk in public assessment. Human error can be reduced, with increased diligence, monitoring and cost. Risk can, and should, be attenuated. But who is running what sort of risk? Are the risks for learners, who rely on the robustness of increasingly technicised assessment, different to the risks for governments, who use the outcomes of assessment in increasingly elaborate accountability arrangements? This important conference will explore both obvious and hidden risk, ranging from the risks associated with the processing of tests and examinations, to the risks associated with frequent structural change, to the risks associated with regulation and the communication of risk itself. We should never underestimate the challenges of risk management in the context of national assessment systems. Examining risk – the first Cambridge Assessment Conference under our new biennial model – will provide an opportunity to reflect upon lessons from events of the past; to consider what might be learned from insights within other fields; and to reflect upon how best to confront the reality of risk in the future. The keynote speakers are Professor Alastair Scotland (former Director and Medical Director of the National Clinical Assessment Service); and Professor Ragnar Löfstedt (Director of the King’s Centre for Risk Management, King’s College London). Mon, 30 Jan 2012 13:21:00 GMT http://www.cambridgeassessment.org.uk/ca/Events/Event_Detail?id=138802 This presentation will explore the issue of A level unit re-sits with two different approaches. A quantitative analysis looks at the number of candidates choosing to re-sit units in some popular A levels and how many improved their overall grade through re-sitting. These numbers will then be put in some context by presenting the results of a survey of mathematics and psychology A level students and teachers, exploring their views and experiences of re-sits. Fri, 27 Jan 2012 14:45:00 GMT http://www.cambridgeassessment.org.uk/ca/Events/Event_Detail?id=138683 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. Tue, 10 Jan 2012 09:36:00 GMT http://www.cambridgeassessment.org.uk/ca/Events/Event_Detail?id=138642 Critics say that the current focus on assessment in Britain means that the public debate is overlooking how schools are engaging young people and preparing them for the future. Our concerns over the narrowness of the debate are leading us to investigate the issues in greater depth. We are hosting an event to debate the key issues and to examine what a good programme of learning should look like. There is ample evidence that a curriculum is at the heart of the learning experience a school offers its learners, and at the heart of the mission and vision of the school. Good curricula develop learners' understanding, knowledge and skills. So what should a good curriculum – or to put it another way, a good education – look like? Tue, 03 Jan 2012 16:45:00 GMT http://www.cambridgeassessment.org.uk/ca/Events/Event_Detail?id=138623 In this talk Harvey Goldstein looks at the work of Francis Galton, a pioneer of modern social measurement, and traces the influence he has had over the century since his death. The talk looks at the scientific status of Galton’s work and subsequent developments within psychometrics and education, including the use of factor analysis and item response models. Links are made to current debates concerning league tables and data freedom. Tue, 03 Jan 2012 10:32:00 GMT http://www.cambridgeassessment.org.uk/ca/Events/Event_Detail?id=138602 An introduction to test and item evaluation covering the item level statistics used across a range of Cambridge Assessment's qualifications. Wed, 14 Dec 2011 09:37:00 GMT http://www.cambridgeassessment.org.uk/ca/Events/Event_Detail?id=138544 This session will explore arguments for and against the integration of 'consequences' alongside similar debates regarding reliability, fairness, social policy and the law. Thu, 08 Dec 2011 12:09:00 GMT http://www.cambridgeassessment.org.uk/ca/Events/Event_Detail?id=138543 What do people mean when they claim that summative assessment 'damages learning'? And what are the recommendations of groups which champion greater reliance on 'Assessment for Learning'? This seminar will look at some of the arguments which have been put on both sides of this debate. Thu, 08 Dec 2011 11:57:00 GMT http://www.cambridgeassessment.org.uk/ca/Events/Event_Detail?id=138442 This seminar seeks to describe the part that examinations play in modern societies. Are they part of a widespread system of rules and regulations which constrain individuals? Or are they a route to new opportunities which lead to growth and self-fulfillment? Tue, 22 Nov 2011 11:49:00 GMT http://www.cambridgeassessment.org.uk/ca/Events/Event_Detail?id=138422 There is considerable controversy in the English educational system over the relationship between textbooks and public examinations. Tim’s presentation will take a look at the international evidence and suggest that while questions might be raised about the quality of textbooks and the precise form of the relationship between these and examinations, the development and maintenance of an effective relation is critical to the functioning of a high quality education system. Dr Mary Bousted will respond to Tim’s arguments. Mon, 21 Nov 2011 15:24:00 GMT http://www.cambridgeassessment.org.uk/ca/Events/Event_Detail?id=138243 This seminar seeks to describe the part that examinations play in modern societies. Are they part of a widespread system of rules and regulations which constrain individuals? Or are they a route to new opportunities which lead to growth and self-fulfillment? Tue, 01 Nov 2011 09:26:00 GMT http://www.cambridgeassessment.org.uk/ca/Events/Event_Detail?id=138202 This session will examine the evolution of thinking on validity, from the early 20th century to the present day. It will attempt to identify the central tenets of modern validity theory and to determine how it departs from validity theory of yesteryear. Wed, 12 Oct 2011 13:08:00 GMT http://www.cambridgeassessment.org.uk/ca/Events/Event_Detail?id=138164 In just 90 minutes, teachers will find out how best to prepare high-achieving English language students for work, study and life in an English-speaking environment. This free interactive webinar will present an overview of Cambridge English: Advanced (CAE) to teachers and directors of studies who have a limited knowledge of the exam. It will also give details of the materials teachers can use in their Advanced preparation classes. Tue, 11 Oct 2011 11:11:00 GMT http://www.cambridgeassessment.org.uk/ca/Events/Event_Detail?id=138142 There has recently been much debate about the future of maths education. Too many people have poor numeracy skills so they can't enjoy mathematics or take it into further education, the workplace and everyday life. computerbasedmath.org is hosting its first maths summit on 10-11 November. Its founder’s influential talk, "Stop teaching calculating, start teaching math" has been viewed by over 400,000 people. The event will build a tight-knit community of pioneers committed to kick-starting a rational, new approach to maths. Fri, 07 Oct 2011 11:17:00 GMT http://www.cambridgeassessment.org.uk/ca/Events/Event_Detail?id=138124 In this session, Professor Martin Fautley will describe a number of issues with assessment practices in education drawing on his research in secondary schools. He will describe the ways in which the original purposes of formative and summative assessment have become misunderstood by school assessment managers, and how the emphasis on data collection has, in many cases, hindered the development in school music lessons of appropriate music-learning and music-making activities during KS3. Wed, 05 Oct 2011 10:57:00 GMT http://www.cambridgeassessment.org.uk/ca/Events/Event_Detail?id=138123 This introductory seminar (with examples in the context of scores on a test) is aimed at people with little or no knowledge of statistics. It looks at basic summary statistics, such as the mean, mode, median, range and standard deviation, and graphical ways of displaying data, such as frequency distributions, cumulative frequency curves, histograms and boxplots. It also looks at the properties of the normal distribution curve. Wed, 05 Oct 2011 10:45:00 GMT http://www.cambridgeassessment.org.uk/ca/Events/Event_Detail?id=138122 This session will provide plenty of opportunity for group discussion of the philosophical issues which arise from the notions of reliability and validity. During the session we will look at different concepts and definitions of reliability, types of validity, the concepts of reliability, estimating reliability (methods based on Classical Test Theory) and the factors affecting reliability. Wed, 05 Oct 2011 10:42:00 GMT http://www.cambridgeassessment.org.uk/ca/Events/Event_Detail?id=138105 As new technologies penetrate every part of educational assessment, data are being collected as never before. For example, many of Cambridge Assessment’s examinations are now marked by examiners working on computers, resulting in marks captured right down to question-part level. In this talk the speaker will outline Cambridge Assessment's solution to providing flexible, dynamic, on-demand statistical information for use by assessment managers responsible for the validity, reliability and timely delivery of assessments. He will include a summary of findings from a survey of senior examiners who used one of the new statistical services based on item level data. Wed, 05 Oct 2011 09:58:00 GMT http://www.cambridgeassessment.org.uk/ca/Events/Event_Detail?id=138104 As new technologies penetrate every part of educational assessment, data are being collected as never before. For example, many of Cambridge Assessment’s examinations are now marked by examiners working on computers, resulting in marks captured right down to question-part level. In this talk the speaker will outline Cambridge Assessment's solution to providing flexible, dynamic, on-demand statistical information for use by assessment managers responsible for the validity, reliability and timely delivery of assessments. He will include a summary of findings from a survey of senior examiners who used one of the new statistical services based on item level data. Wed, 05 Oct 2011 09:55:00 GMT http://www.cambridgeassessment.org.uk/ca/Events/Event_Detail?id=138103 The HE admissions landscape is changing fast and it has never been more critical to get admissions right. Tristian Stobie, Director, Education, University of Cambridge International Examinations and Mary Brennan, Senior Manager - Partnerships, OCR, will join representatives from HELOA, HEFCE, UCAS, SPA and universities at the 'Next steps to HE admissions' conference being hosted by Neil Stewart Associates. Wed, 05 Oct 2011 09:35:00 GMT http://www.cambridgeassessment.org.uk/ca/Events/Event_Detail?id=138082 This seminar will explain how OCR has responded to the removal of the NVQ Code of Practice, the requirements of the General Conditions of Recognition, and the issues presented by the Qualifications Credit Framework. Tue, 04 Oct 2011 09:54:00 GMT http://www.cambridgeassessment.org.uk/ca/Events/Event_Detail?id=138063 Formative assessment has been taken up in many institutionalised learning contexts over the last decade, often in the guise of ‘Assessment for Learning’ (AfL). Both terms have largely positive associations – it seems to be assumed that formative assessment or AfL will simply be a ‘good thing’. Drawing upon data from a recent research project involving in-depth case studies of two Scottish primary school classrooms, the presentation will argue that such assumptions misrecognise the possibility of undesirable learning and the work of formative assessment in securing the internalisation of rather problematic norms. Tue, 04 Oct 2011 08:58:00 GMT http://www.cambridgeassessment.org.uk/ca/Events/Event_Detail?id=138044 This session will provide an introduction to some of the principles of question writing. Topics covered will include ensuring content and skill coverage, features affecting question difficulty and fairness, and the process involved when a student answers a question. Mon, 03 Oct 2011 13:07:00 GMT http://www.cambridgeassessment.org.uk/ca/Events/Event_Detail?id=138043 This session will provide an introduction to some of the principles of question writing. Topics covered will include ensuring content and skill coverage, features affecting question difficulty and fairness, and the process involved when a student answers a question. Mon, 03 Oct 2011 13:00:00 GMT http://www.cambridgeassessment.org.uk/ca/Events/Event_Detail?id=138023 Assessments form part of complex systems and have expected and unexpected consequences, including exerting powerful influences on the individual and on educational systems and society. Following Messick (1989), researching such consequences is fundamental to test validation and allows for positive and negative impacts to be identified, maximising the sustainability of education and assessment programmes. This presentation discusses Cambridge ESOL’s approach to researching impact and the concept of ‘Impact by design'. Thu, 29 Sep 2011 14:07:00 GMT http://www.cambridgeassessment.org.uk/ca/Events/Event_Detail?id=137962 Cambridge Assessment believes that educational research plays a vital role in the continuous improvement of educational and assessment policies and practices. At the 2011 AEA Europe conference, our researches will share knowledge with the research community by presenting papers on a range of topics including 'The judgement processes involved in the assessment of project work by teachers', 'What form of interim feedback most motivates students? A study of teachers' perceptions of the impact of assessment', and 'An investigation into the effects of modularisation at GCSE'. Tue, 27 Sep 2011 14:24:00 GMT http://www.cambridgeassessment.org.uk/ca/Events/Event_Detail?id=137922 This presentation shows some of the assessment solutions that have evolved in central and eastern Europe and, in particular, describes how the young examining agencies of the post-socialist states have adopted innovative technological solutions which may be of interest to our own 'heritage' boards. Tue, 20 Sep 2011 14:26:00 GMT http://www.cambridgeassessment.org.uk/ca/Events/Event_Detail?id=137842 Psychologists have tried to predict career success for over a century. This led to the development of psychometric tools and theories of intelligence, personality, and motivation. Despite compelling evidence for the validity of these tests as predictors of future academic performance, they are rarely used for educational selection. In this talk Dr Chamorro-Premuzic will examine the key psychological determinants of career success in school, university, and adult employment. Fri, 09 Sep 2011 09:56:00 GMT http://www.cambridgeassessment.org.uk/ca/Events/Event_Detail?id=137662 Cambridge Assessment will be exhibiting at the BETT 2012 show. Why not come and see us on stand A10 to find out more about the qualifications and services we offer. Mon, 08 Aug 2011 17:05:00 GMT http://www.cambridgeassessment.org.uk/ca/Events/Event_Detail?id=137583 This one-day course provides insights and guidance on issues in question writing and is recommended for people currently or potentially involved in the setting and editing of question papers and assessment tasks. Thu, 28 Jul 2011 15:18:00 GMT http://www.cambridgeassessment.org.uk/ca/Events/Event_Detail?id=137022 This course provides an introduction to educational assessment, using topical and relevant examples, and is unique in representing a collaboration between a university and a leading assessment agency. Tue, 03 May 2011 14:19:00 GMT http://www.cambridgeassessment.org.uk/ca/Events/Event_Detail?id=136862 At Cambridge Assessment, we believe that recent discussions in the media and elsewhere about whether the age at which children take GCSEs should be lowered to 14 avoids the real discussion about what is being tested, why, and what kind of education should follow. Fri, 01 Apr 2011 15:22:00 GMT http://www.cambridgeassessment.org.uk/ca/Events/Event_Detail?id=136183 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. Tue, 18 Jan 2011 11:21:00 GMT http://www.cambridgeassessment.org.uk/ca/Events/Event_Detail?id=136162 This session will provide an introduction to the Certificate in the Principles and Practice of Assessment. 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. Wed, 12 Jan 2011 09:14:00 GMT http://www.cambridgeassessment.org.uk/ca/Events/Event_Detail?id=136143 This session will provide an introduction to the Certificate in the Principles and Practice of Assessment. 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. Wed, 12 Jan 2011 09:01:00 GMT http://www.cambridgeassessment.org.uk/ca/Events/Event_Detail?id=136124 Implemented properly, formative assessment can have an extraordinary impact on student achievement, but too often, the implementation is patchy, or focused on the use of assessment to track students' progress rather than improve learning. Fri, 07 Jan 2011 09:58:00 GMT http://www.cambridgeassessment.org.uk/ca/Events/Event_Detail?id=136102 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, 06 Jan 2011 09:48:00 GMT http://www.cambridgeassessment.org.uk/ca/Events/Event_Detail?id=136088 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. Thu, 06 Jan 2011 09:45:00 GMT http://www.cambridgeassessment.org.uk/ca/Events/Event_Detail?id=136087 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. Thu, 06 Jan 2011 09:43:00 GMT http://www.cambridgeassessment.org.uk/ca/Events/Event_Detail?id=136086 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. Thu, 06 Jan 2011 09:39:00 GMT http://www.cambridgeassessment.org.uk/ca/Events/Event_Detail?id=136085 This session will provide plenty of opportunity for group discussion of the philosophical issues which arise from the notions of reliability and validity. Thu, 06 Jan 2011 09:34:00 GMT http://www.cambridgeassessment.org.uk/ca/Events/Event_Detail?id=136084 This session will provide an overview of the processes of grading and awarding, which are central to the establishment and maintenance of examination standards. Thu, 06 Jan 2011 09:32:00 GMT http://www.cambridgeassessment.org.uk/ca/Events/Event_Detail?id=136083 This presentation will explore the metaphors used to describe general qualifications: their basis, meaning and the effect they might have in 'the real world'. In particular, the notion of a 'market place' for qualifications will be analysed, including the supply and demand side factors, the impact and desirability of its deregulation, the risks and benefits inherent in such an approach, and how, and by how much, such a market should be regulated. Thu, 06 Jan 2011 09:27:00 GMT http://www.cambridgeassessment.org.uk/ca/Events/Event_Detail?id=136082 This session will look at what we can learn from previous examination data and presents possible methods for detecting aberrant marking. We will discuss the uses of 'seeding' item data, the possible place of double marking in electronic marking, issues of practical implementation and the role of the regulator in promoting marking reliability. Thu, 06 Jan 2011 09:21:00 GMT http://www.cambridgeassessment.org.uk/ca/Events/Event_Detail?id=136064 This talk looks at the relationship between subject knowledge, inferential ability and ability to validate and establish truths in the perspective of an ascent from novice to expert within a subject area. Thu, 06 Jan 2011 09:13:00 GMT http://www.cambridgeassessment.org.uk/ca/Events/Event_Detail?id=136063 Based on the premise that there is no comprehensive model of test or examination impact and how it might be investigated, this presentation considers the question 'What are the essential components of an action-oriented model of impact that would enable the providers of high-stakes examinations to investigate the impact of their examinations within the educational contexts in which they are used?' Thu, 06 Jan 2011 09:10:00 GMT http://www.cambridgeassessment.org.uk/ca/Events/Event_Detail?id=136062 Based on the premise that there is no comprehensive model of test or examination impact and how it might be investigated, this presentation considers the question 'What are the essential components of an action-oriented model of impact that would enable the providers of high-stakes examinations to investigate the impact of their examinations within the educational contexts in which they are used?' Thu, 06 Jan 2011 09:03:00 GMT http://www.cambridgeassessment.org.uk/ca/Events/Event_Detail?id=136044 This presentation will review the research, development and validation of an academic writing task to be used as part of an HE admissions test. Thu, 06 Jan 2011 08:58:00 GMT http://www.cambridgeassessment.org.uk/ca/Events/Event_Detail?id=136043 This seminar looks at the educational changes that have emerged since the coalition government came to power and assesses their impact on the educational system and the design and delivery of qualifications. Thu, 06 Jan 2011 08:56:00 GMT http://www.cambridgeassessment.org.uk/ca/Events/Event_Detail?id=136042 This seminar looks at the educational changes that have emerged since the coalition government came to power and assesses their impact on the educational system and the design and delivery of qualifications. Thu, 06 Jan 2011 08:51:00 GMT http://www.cambridgeassessment.org.uk/ca/Events/Event_Detail?id=136022 In 2009 a collaboration began between ACA (Access Cambridge Archaeology) and Cambridge Assessment, with an initial aim to see whether it would be possible to gain formal recognition from OCR of ACA's 'HEFA' extended learning programme involving archaeological excavation. This seminar will present the progress that has been made on this, review the development of ideas about the type of recognition that could be achieved and plans for the future. It will also consider the wider implications of the work that has been done. Wed, 05 Jan 2011 15:41:00 GMT http://www.cambridgeassessment.org.uk/ca/Events/Event_Detail?id=136002 Although there is a generalised notion of academic misconduct and an assumption that there is a common understanding of the offences across universities, a variation in attitudes to plagiarism is shown to exist. The focus of this session will be to illustrate the need to raise student awareness of the importance of developing appropriate skills for research and referencing before embarking on a university degree. Wed, 05 Jan 2011 15:27:00 GMT http://www.cambridgeassessment.org.uk/ca/Events/Event_Detail?id=135982 This session will provide an overview of the processes of grading and awarding, which are central to the establishment and maintenance of examination standards. Wed, 05 Jan 2011 14:48:00 GMT http://www.cambridgeassessment.org.uk/ca/Events/Event_Detail?id=135962 An introduction to test and item evaluation covering the item level statistics used across a range of Cambridge Assessment’s qualifications. The session will introduce the concepts of omit rates, facility values, discrimination indices, bias or Differential Item Functioning, and analysis of multiple choice items. Wed, 05 Jan 2011 14:44:00 GMT http://www.cambridgeassessment.org.uk/ca/Events/Event_Detail?id=135942 This session will examine the methodological challenges associated with the largest study of pre-school education in Europe. Wed, 05 Jan 2011 12:47:00 GMT http://www.cambridgeassessment.org.uk/ca/Events/Event_Detail?id=135922 This seminar will consider the place of admissions testing, in the overal range of assessment options for Higher Education entry. The seminar includes a case study on how admissions testing is used in the context of competitive entry to Medicine. Wed, 05 Jan 2011 12:38:00 GMT http://www.cambridgeassessment.org.uk/ca/Events/Event_Detail?id=135903 Each year examination boards and awarding bodies have to cope with negative perceptions of the working of the examinations process in the press and among their stakeholders. Is this a situation which people can accept? Could there be more ways in which awarding bodies could work with their stakeholders to increase public trust in the judgements made by examiners and assessors? Wed, 05 Jan 2011 12:16:00 GMT http://www.cambridgeassessment.org.uk/ca/Events/Event_Detail?id=135902 Traditionally, examinations in the UK have relied on a close link with teaching and learning communities (of vocational or subject specialists) to underpin the validity of their assessments. Can we ensure the value of assessment results by reaffirming this traditional system? Or is the gathering of 'validity evidence' and validation by assessment experts the way to do this? Wed, 05 Jan 2011 12:14:00 GMT http://www.cambridgeassessment.org.uk/ca/Events/Event_Detail?id=135882 Traditionally, examinations in the UK have relied on a close link with teaching and learning communities (of vocational or subject specialists) to underpin the validity of their assessments. Can we ensure the value of assessment results by reaffirming this traditional system? Or is the gathering of 'validity evidence' and validation by assessment experts the way to do this? Wed, 05 Jan 2011 11:59:00 GMT http://www.cambridgeassessment.org.uk/ca/Events/Event_Detail?id=135842 In this talk Professor Coe will propose a structure for reducing regulation and allowing a diverse range of qualifications, whilst still maintaining comparability. Wed, 05 Jan 2011 09:00:00 GMT http://www.cambridgeassessment.org.uk/ca/Events/Event_Detail?id=135782 What are the differences between a psychometric approach to assessment, found more commonly in the US, and one that is embedded in a broader view of curriculum aims and linked to teaching, as in the UK? Could UK awarding bodies learn from a more 'scientific' approach in the development of our examinations? Or could an over-reliance on standardised testing principles lead to a reductive style of assessment which is in conflict with the UK's tradition? Tue, 21 Dec 2010 15:25:00 GMT http://www.cambridgeassessment.org.uk/ca/Events/Event_Detail?id=135762 This presentation will provide an account of the background, development and implementation of the Cambridge Pre-U. Tue, 21 Dec 2010 15:14:00 GMT http://www.cambridgeassessment.org.uk/ca/Events/Event_Detail?id=135742 This session will provide an introduction to some of the principles of item writing. Tue, 21 Dec 2010 13:57:00 GMT http://www.cambridgeassessment.org.uk/ca/Events/Event_Detail?id=135682 In this presentation, Professor Jane Elliott will introduce some of the landmark research carried out using longitudinal evidence from the British Birth Cohort studies, and examine some of the opportunities for future research as the studies develop. Wed, 15 Dec 2010 16:31:00 GMT http://www.cambridgeassessment.org.uk/ca/Events/Event_Detail?id=135664 This six-week online course provides an introduction to the key principles of effective assessment and how these may be put into practice. Wed, 15 Dec 2010 08:45:00 GMT http://www.cambridgeassessment.org.uk/ca/Events/Event_Detail?id=135562 Cambridge Assessment is hosting an event to investigate what an interconnected world means for education. We live in an interconnected world. So what does this mean for education – particularly upper secondary education? Is there a common set of skills, body of knowledge, level of understanding or a mindset that enables students to flourish in an interconnected world whether that be in an HE institution, at work or merely in lifestyle? Fri, 19 Nov 2010 13:53:00 GMT http://www.cambridgeassessment.org.uk/ca/Events/Event_Detail?id=135363 In this seminar a panel of key Cambridge Assessment Research Division staff will discuss the issues surrounding comparability and will engage in debate with the audience about methods for establishing comparability, public understanding of the issues and directions for the future. Tue, 02 Nov 2010 13:29:00 GMT http://www.cambridgeassessment.org.uk/ca/Events/Event_Detail?id=135362 What do people mean when they claim that summative assessment ‘damages learning’? And what are the arguments of groups which champion greater reliance on ‘Assessment for Learning’? Is it possible to say that some assessment regimes support learning better than others? And if that is so, is it mainly a matter of getting summative assessment over and done with as quickly and painlessly as possible? Or is there more to say about the positive effect of examinations and external assessments on learning? Tue, 02 Nov 2010 13:25:00 GMT http://www.cambridgeassessment.org.uk/ca/Events/Event_Detail?id=135342 This seminar will present the findings from a research project set out to investigate claims about the effects of modular GCSEs, analysing students’ performances and attitudes towards modularisation in two GCSE subjects. Tue, 02 Nov 2010 13:20:00 GMT http://www.cambridgeassessment.org.uk/ca/Events/Event_Detail?id=135323 This seminar will look at the attempts of the Cyprus Testing Service to aggregate candidate’s scores from various examinations subjects, with the aim of producing a single index of ‘academic performance’ for each candidate. We will discuss how using different comparability methods can affect the outcomes, and will show that, depending on the method used, different groups of candidates may be ‘penalised’. Tue, 02 Nov 2010 11:14:00 GMT http://www.cambridgeassessment.org.uk/ca/Events/Event_Detail?id=135303 What do people mean when they claim that summative assessment ‘damages learning’? And what are the arguments of groups which champion greater reliance on ‘Assessment for Learning’? Is it possible to say that some assessment regimes support learning better than others? And if that is so, is it mainly a matter of getting summative assessment over and done with as quickly and painlessly as possible? Or is there more to say about the positive effect of examinations and external assessments on learning? Tue, 02 Nov 2010 11:08:00 GMT http://www.cambridgeassessment.org.uk/ca/Events/Event_Detail?id=135302 The amount of assessment has increased and its purposes have become confused. Too much time and money that could otherwise be used for productive learning is wasted on external assessments. Prime responsibility for assessment should be restored to schools and colleges. The assessment industry (awarding bodies) should refocus its activities on applied research and development in assessment methodology. The industry should produce assessment tools and professional development for teachers and a much slimmed down external verification service. The speaker will develop the arguments presented above leaving the majority of time for discussion. Tue, 02 Nov 2010 11:03:00 GMT http://www.cambridgeassessment.org.uk/ca/Events/Event_Detail?id=135282 ’As a priority, training in how to write mark schemes will probably lead to more immediate improvement in exam validity than will any other measure.’ (Pollitt, Ahmed, Baird, Tognolini & Davidson, 2008 Report for QCA, p4). How can we improve the quality of mark schemes and their use? Ayesha will outline a taxonomy of the kinds of mark schemes that are currently used in examining in the UK and discuss what makes a good mark scheme, based on the best practice observed in the study quoted above. Tue, 02 Nov 2010 10:58:00 GMT http://www.cambridgeassessment.org.uk/ca/Events/Event_Detail?id=135264 This introductory seminar (with examples in the context of scores on a test) is aimed at people with little or no knowledge of statistics. It looks at basic summary statistics, such as the mean, mode, median, range and standard deviation, and graphical ways of displaying data, such as frequency distributions, cumulative frequency curves, histograms and boxplots. Tue, 02 Nov 2010 09:13:00 GMT http://www.cambridgeassessment.org.uk/ca/Events/Event_Detail?id=135263 This seminar will present the findings from a research project set out to investigate claims about the effects of modular GCSEs, analysing students’ performances and attitudes towards modularisation in two GCSE subjects. Tue, 02 Nov 2010 09:09:00 GMT http://www.cambridgeassessment.org.uk/ca/Events/Event_Detail?id=135262 An introduction to test and item evaluation covering the item level statistics used across a range of Cambridge Assessment’s qualifications. The session will introduce the concepts of omit rates, facility values, discrimination indices, bias or Differential Item Functioning, and analysis of multiple choice items. Tue, 02 Nov 2010 09:05:00 GMT http://www.cambridgeassessment.org.uk/ca/Events/Event_Detail?id=135242 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? This seminar will address such questions in the light of currently live issues in the world of examining and educational assessment. Tue, 02 Nov 2010 09:01:00 GMT http://www.cambridgeassessment.org.uk/ca/Events/Event_Detail?id=135223 Based on the results of a research study which used a student questionnaire and individual interviews of students, teachers and university admissions tutors, this presentation examines how students make resit decisions, how they improve in resits, how resits affect their learning and how the resit policy affects the effectiveness of A levels in certifying and selecting students at the end of sixth-form education. Tue, 02 Nov 2010 08:55:00 GMT http://www.cambridgeassessment.org.uk/ca/Events/Event_Detail?id=134582 Tim Oates, Group Director - Assessment Research & Development, will join the platform at a forthcoming event being hosted by Neil Stewart Associates and talk about admissions tests in relation to entry to Higher Education. Tue, 07 Sep 2010 16:17:00 GMT http://www.cambridgeassessment.org.uk/ca/Events/Event_Detail?id=134562 Simon Lebus, Group Chief Executive, and Tim Oates, Group Director - Assessment Research & Development, will join the platform at a forthcoming Westminster Education Forum and tackle the issue of whether A-levels are meeting the needs of students, universities and employers today. Tue, 07 Sep 2010 16:10:00 GMT http://www.cambridgeassessment.org.uk/ca/Events/Event_Detail?id=134542 Cambridge Assessment will be exhibiting at the BETT 2011 show. Why not come and see us on stand D140 to find out more about the qualifications and services we offer. Tue, 07 Sep 2010 15:54:00 GMT http://www.cambridgeassessment.org.uk/ca/Events/Event_Detail?id=134522 Cambridge Assessment will be exhibiting at this year's Association of Colleges Annual Conference & Exhibition. Why not come and see us on stand No.60 to find out more about our qualifications. Tue, 07 Sep 2010 15:36:00 GMT http://www.cambridgeassessment.org.uk/ca/Events/Event_Detail?id=134163 Ensuring candidates have the right English skills is vital to all HE institutions seeking to raise their international profile and attract overseas students. Higher education professionals are invited to join Cambridge ESOL and other colleagues in the UK higher education sector for a networking lunch, seminar and discussion followed by a drinks reception. Thu, 15 Jul 2010 13:32:00 GMT http://www.cambridgeassessment.org.uk/ca/Events/Event_Detail?id=134162 Ensuring candidates have the right English skills is vital to all HE institutions seeking to raise their international profile and attract overseas students. Higher education professionals are invited to join Cambridge ESOL and other colleagues in the UK higher education sector for a networking lunch, seminar and discussion followed by a drinks reception. Thu, 15 Jul 2010 13:14:00 GMT http://www.cambridgeassessment.org.uk/ca/Events/Event_Detail?id=133882 Building a better history curriculum – have your say. With the Government’s new curriculum review groups soon to be established, historians and teachers will gather with others to share their views about the history curriculum. Wed, 16 Jun 2010 15:02:00 GMT http://www.cambridgeassessment.org.uk/ca/Events/Event_Detail?id=133803 How can we use assessment data to help students make the best progress? How can we help parents understand and get involved in their child's assessment? 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 Division invites middle and senior 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. Tue, 08 Jun 2010 11:04:00 GMT http://www.cambridgeassessment.org.uk/ca/Events/Event_Detail?id=133744 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, an internationally recognised expert on AfL, which will enable participants to learn from each other as they put insights from the conference into practice within their own classrooms. Tue, 01 Jun 2010 09:24:00 GMT http://www.cambridgeassessment.org.uk/ca/Events/Event_Detail?id=133242 If you are interested in the Certificate of Continuing Education in the Principles and Practice of Assessment, and would like to learn more about it, then come along to an introductory 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 a Course Tutor, as well as previous course participants. Tue, 20 Apr 2010 15:28:00 GMT http://www.cambridgeassessment.org.uk/ca/Events/Event_Detail?id=133202 Cambridge ESOL is hosting a seminar for professionals involved in the admission and recruitment of international students into UK Higher Education. Mon, 19 Apr 2010 12:19:00 GMT http://www.cambridgeassessment.org.uk/ca/Events/Event_Detail?id=133042 This innovative programme is offered by the University of Cambridge Institute of Continuing Education with Cambridge Assessment. The programme provides an introduction to educational assessment, using topical and relevant examples. Thu, 25 Mar 2010 09:20:00 GMT http://www.cambridgeassessment.org.uk/ca/Events/Event_Detail?id=132962 The 2010 conference will address the challenges of assessment reform. What ensures its success? What undermines it? What lessons can we learn from reforms past and present? Tue, 23 Mar 2010 09:22:00 GMT 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=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 GMT 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 GMT 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 GMT 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 GMT 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 GMT 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 GMT 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 GMT 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 GMT 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 GMT 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 GMT 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 GMT 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 GMT 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 GMT 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 GMT 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 GMT 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 GMT 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 GMT 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 GMT 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 GMT 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 GMT 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 GMT 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 GMT 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 GMT 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 GMT 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 GMT 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 GMT 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 GMT 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 GMT 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 GMT 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 GMT 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 GMT 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 GMT 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 GMT 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 GMT 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 GMT 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 GMT 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 GMT 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 GMT 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 GMT 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 GMT 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 GMT 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 GMT 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 GMT 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 GMT