Developing research informed digital assessment

Developing research informed digital assessment Children around a table with a laptop and electronic equipment
Date: 24 Nov 2022 Venue: Online
Time: 15:00 - 17:00
Type: Seminar Fee: Free

At Cambridge University Press & Assessment, our Digital High Stakes Assessment Programme uses research to inform the assessment design process and evaluate the quality of assessments.

Taking a transformational approach to digital assessment, we are innovating and using technology to develop new assessments, assessment models, and curricula. At this latest thought-leadership seminar, experts from Cambridge will present work on how we are:

  • Identifying what constructs to assess
  • Building validity into the assessments from the start
  • Understanding the impact that these assessments have on classroom practices

We will also share how this research has influenced the design of our digital assessments.

The event will be held in Cambridge and will be live-streamed. Please indicate when booking how you will be attending. Both online and in-person attendees will have an opportunity to ask questions to our speakers.

About our speakers

Sarah Hughes, Research & Thought Leadership Lead, will report on the evidence base we are using to inform assessment design and evaluate assessment quality.

Ed Sutton, Digital Product Owner, will describe our approach to developing digital assessment and how research evidence has impacted decision-making.

Ed has worked for over a decade in assessment innovation and currently works in teams designing new digital first assessments. Ed is excited by the possibilities of using digital technology to create authentic assessments that allow us to access assessment evidence in ways that are not possible within the limitations of traditional pen and paper examinations.

Vicki Crisp, Senior Research Officer, will share how we have adapted the approach to build validity into digital assessment from the start.

Research by Sylvia Vitello and colleagues helped us better understand the constructs in historical research so we can make evidence-based decisions about assessment design.

Martin Johnson, Senior Research Officer, will discuss how we are applying previous Cambridge research on computer-based testing washback to evaluate the impact of our digital assessments in the classroom.

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