About the conference: papers, photographs and keynote presentations

The theme of the IAEA 2008 conference was Re-interpreting Assessment: Society, Measurement and Meaning. There were 17 sub themes covering topics such as: Assessment for Improving Learning and Evaluating the Quality of Assessment.

The keynote speakers were:

Professor Robert J Mislevy, University of Maryland: click here to download the presentation
Professor Dylan Wiliam, Institute of Education – University of London: click here to download the presentation
  • The conference papers can be found below.
  • To download and view a collection of photographs please click here.

Sunday 7 September 2008

Former BBC education journalist Mike Baker hosted a special seminar for IAEA Primary Members on 'media awareness'.  In the evening, a Welcome Cocktail Reception was hosted at Robinson College, with drinks kindly sponsored by Stephen Austin.   Welcome addresses were given by Ann Puntis, Chief Executive – University of Cambridge International Examinations, and Fran Ottobre, Executive Secretary Emeritus, IAEA.

Monday 8 September 2008

09:00 - 10:00  Opening ceremony, West Road Concert Hall

  • Opening address by Yoav Cohen, President of IAEA
  • Welcome address by Simon Lebus, Group Chief Executive, Cambridge Assessment
  • Address by Leonard Orban, Commissaire en charge du multilinguisme
  • Address by Tim Oates, Group Director of Assessment Research & Development,Cambridge Assessment

10:30 - 11:30  Keynote presentation

Chair – IAEA President, Yoav Cohen (Israel)
Some Implications of Expertise Research for Educational Assessment
Professor Robert J Mislevy, University of Maryland (USA)

Click here to view the presentation

12:00 – 13:00 Paper presentations session 1

Auditorium, Robinson College
Chair – Andrew Watts, Cambridge Assessment (UK)
A The validity of ability tests – a case of over-interpretation?
Gordon Stobart
Institute of Education (UK)
B Using assessment results to improve learning
Sylvia Acana
Uganda National Examinations Board (Uganda)

Umney Theatre, Robinson College
Chair – Nick Saville, University of Cambridge ESOL Examinations (UK)
A SurveyLang: A European survey of language competences
Neil Jones
University of Cambridge ESOL Examinations (UK)
B A framework for addressing issues related to migration and language assessment
Szilvia Papp and Martin Robinson
University of Cambridge ESOL Examinations (UK)

JCR (Junior Common Room), Robinson College
Chair – Lee Yim Ping, Ministry of Education (Singapore)
A School-based assessment in Hong Kong: Policies, issues, and practice
Rita Berry
Hong Kong Institute of Education (Hong Kong)
B Examining how moderation is enacted within an assessment policy reform initiative:You just have to learn how to see
Claire Wyatt-Smith, Griffith University (Australia)
Val Klenowski, Queensland University of Technology (Australia)
Stephanie Gunn, Griffith University (Australia)

Garden Room, Robinson College
Chair – Paul O’Donnell, Cambridge Assessment (UK)
A Equality of opportunity for all? Accommodations in national assessments in England
Bethan Burge and Liz Twist
National Foundation for Educational Research (UK)
B Regulation of learning disability diagnosis and test accommodation provision in Institutions of Higher Education
Anat Ben-Simon, National Institute for Testing & Evaluation (Israel), Ruth Beyth-Marom, The Open University of Israel, Nurit Inbar-Weiss and Yoav Cohen, National Institute for Testing & Evaluation (Israel)

Umney Lounge, Robinson College
Chair – John Bennett, Office of the Board of Studies New South Wales (Australia)
A Monitoring subject variation within a New Zealand standards-based assessment system
Therese Boustead
CEM Centre (New Zealand)
B Assessment and National Education goals: the core knowledge skills subjects in the pre-university curriculum in Singapore
Karen Bryer
Singapore Examinations & Assessment Board (Singapore)

13:00 – 14:15 Lunch – Dining Hall and Garden Restaurant, Robinson College

14:15 – 15:45 Paper presentations session 2

Auditorium, Robinson College
Chair – Paul Newton, Office of the Qualifications & Examinations Regulator (UK)
A Is it grade inflation or real change in student achievement?
John Bennett
Office of the Board of Studies New South Wales (Australia)
B Standard setting methodologies: Strengths and weaknesses
John Stahl
Pearson Vue (USA)
C Evaluating the rank-ordering method for standard maintaining
Tom Bramley, Tim Gill and Beth Black
Cambridge Assessment (UK)

Umney Theatre, Robinson College
Chair – Suzanne Chamberlain, Assessment & Qualifications Alliance (UK)
A Towards a new model of marking accuracy: An empirical investigation of an international biology examination
Irenka Suto and Rita Nádas
Cambridge Assessment (UK)
B Evaluating the evidence in assessment
Ayesha Ahmed and Alastair Pollitt
Cambridge Exam Research (UK)
C Meaningful learner assessment: Ensuring quality of test items
Uche Mercy Okonkwo and Charity Akuadi Okonkwo
National Open University of Nigeria (Nigeria)

JCR (Junior Common Room), Robinson College
Chair – Tim Oates, Cambridge Assessment (UK)
A Qualifications recognition across borders
Sandra Johnson, Assessment Europe (France) and Alison Wolf, King’s College, University of London (UK)
B Gateway – linking vocational and school assessment systems
Kari Miller
Enterprise Development Solutions Ltd (New Zealand)
C Giving students greatest advantage: Graded assessment within a competency-based vocational education and training framework
Margaret Mackenzie
Victorian Curriculum & Assessment Authority (Australia)

Garden Room, Robinson College
Chair – Coert Loock, Examinations & Assessment Board, Gauteng (South Africa)
A Cognitively based developmental models used as a link between formative and summative assessment
Karen Harris
Educational Testing Service (USA)
B Can a Core Skills Test at Grade 6 level improve the quality of teaching and learning in primary schooling and so assist in preparing students more effectively for the rigours of middle schooling?
Estelle Nel
Independent Examinations Board (South Africa)
C The role of interim formative assessment in student achievement
Linda Griffith, University of Central Arkansas (USA), Lisa Bailey and Tony Timms, Southeast Arkansas Educational Service Cooperative (USA)

Umney Lounge, Robinson College
Chair – Neil Jones, University of Cambridge ESOL Examinations (UK)
A Language skills in a multilingual society
Syed Mohamed Abdul Gaffoor
Singapore Examinations & Assessment Board (Singapore)
B Issues in assessing the academic writing of students from diverse linguistic and cultural backgrounds: Preliminary findings from a study on lecturers’ beliefs and practices
Chi Baik, The University of Melbourne (Australia)

15:45 – 16:15 Coffee break

16:15 – 17:45 Paper presentations session 3

Auditorium, Robinson College
Chair – Bene’t Steinberg, Cambridge Assessment (UK)
A Quality assurance in vocational qualifications
Colin Robinson
Educational Consultant (UK)
B Development of assessment framework of applied-learning subjects in Hong Kong
Fu Tak-wah and NG Ka-ming
Hong Kong Examinations & Assessment Authority (Hong Kong)
C Setting standards: Fitting form to function
Graham Maxwell
Educational Consultant (Australia)

Umney Theatre, Robinson College
Chair – Peter Tymms, CEM Centre, Durham University (UK)
A From national to global: The role of the national assessment system in reforming the education sector
Maleyka Abbaszade and Parviz Kazimov
State Students Admission Commission (Azerbaijan)
B The Federal Internet-examination in higher education of the Russian Federation
Konstantin Pastbin
National Accreditation Agency (Russian Federation)

JCR (Junior Common Room), Robinson College
Chair – Nicholas Raikes, Cambridge Assessment (UK)
A Building item banks for e-assessment
Stefan Bondorowicz
Pearson Vue (UK)
B Taking the process of assessments online using dedicated assessment zones: A case study of a center that won us a prestigious Innovation Award in India
Mohan Kannegal
MeritTrac Services Private Limited (India)
C Supporting valid assessments in large-scale examination processing
Graham Hudson
DRS Data Services Limited (UK)

Garden Room, Robinson College
Chair – Sylvia Acana, Uganda National Examinations Board (Uganda)
A Teachers’ perceptions of OBE-assessment in South African schools
Lukas Meyer
North-West University (South Africa)
B Peer-assessment and learning outcomes: Product deficiency or process defectiveness
Chadi Aoun
Macquarie University (Australia)
C The role of assessment: Changing the mentality of the student from exam oriented to learning oriented
Nigar Abbaszade and Nasirulla Nasirli
Azerbaijan Tourism Institute (Azerbaijan)

Umney Lounge, Robinson College
Chair – Lillian Munro, Scottish Qualifications Authority (UK)
A ‘Aspects of Writing’: Beyond an atomistic approach to evaluate qualities of features of writing
Sylvia Green, Gill Elliott and Nat Johnson
Cambridge Assessment (UK)
B Utilizing test results to design instructional modules: The CEM Professional Education Program Series (PEPS)
Esperanza Buen
Center for Educational Measurement, Inc. (Philippines)
C School use of external and internal assessment data to improve student performance
John Elkins, Joy Cumming and Claire Wyatt-Smith
Griffith University (Australia)

Tuesday 9 September 2008

09:00 – 10:30 Paper presentations session 1

Auditorium, Robinson College
Chair – Simon Lebus, Cambridge Assessment (UK)
A An appropriate role for professional judgement in maintaining standards in English general qualifications
Neil Stringer
Assessment & Qualifications Alliance (UK)
B Performance with respect to standards in public examinations
Gordon Stanley and Jim Tognolini
Oxford University Centre for Educational Assessment (UK)
C National examinations in the Netherlands: Standard-setting procedures and the effects of innovations
Anton Béguin
Cito (The Netherlands)

Umney Theatre, Robinson College
Chair – Graham Orpwood, York University, Toronto (Canada)
A Self-evaluation of assessment performance can enhance students’ perception of feedback on computer-generated tests
Georgina Fyfe
Curtin University (Australia)
B Investigating the impact of self-, peer- and teacher-grading on engaged learning and student achievement in mathematics, science and English language
Eric Tan Ching Kuan, Joy Koh Hui Hian, Tan Chye Choo, Sim Puay Hoon, Nan Hua High (Singapore) and Lee Yim Ping, Ministry of Education, Singapore (Singapore)
C Peer-assessment in problem-based learning: Students’ views
Magdeleine Lew
Republic Polytechnic (Singapore)

JCR (Junior Common Room), Robinson College
Chair – Colin Robinson, Education Consultant (UK)
A Innovative practice in conducting high-stakes tests for tertiary education: A case study from Pakistan
Nasreen Ahsan
N.E.D. University of Engineering & Technology (Pakistan)
B Selection into Nigerian universities: Students’ assessment of the Post University Matriculation Examination
Omaze Afemikhe
University of Benin (Nigeria)
C How diagnostic is the assessment of the ‘Use of English’? The case of Kaduna Polytechnic
Martha Onjewu and Gladys Goje
Kaduna Polytechnic (Nigeria)

Garden Room, Robinson College
Chair – Liz Twist, National Foundation for Educational Research (UK)
A An investigation of the use of the Angoff procedure for boundary setting in multiple choice tests in vocational qualifications
Sally Idle
OCR (UK)
B Testing citizens:What do pupils and teachers think about assessments of citizenship?
Mary Richardson
Roehampton University (UK)
C Critical Thinking – a definition and taxonomy for Cambridge Assessment: Supporting validity arguments about Critical Thinking assessments administered by Cambridge Assessment
Beth Black
Cambridge Assessment (UK)

Umney Lounge, Robinson College
Chair – Jackie Greatorex, Cambridge Assessment (UK)
A Challenges in developing and applying a workplace assessment model using naturally occurring evidence, reflection, attestation and professional conversation – trial
Lester Hoare
InfraTrain NZ Ltd (New Zealand)
B Assessing students’ reflective responses to chemistry-related learning tasks
Kok Siang Tan and Ngoh Khang Goh
National Institute of Education (Singapore)
C How are teachers coping with the demands of the new South African National Senior Certificate?
Frances Kerr-Phillips
Independent Examinations Board (South Africa)

10:30 – 11:00 Coffee break

11:00 – 12:30 Paper presentations session 2

Auditorium, Robinson College
Chair – Randy Bennett, Educational Testing Service (USA)
A Interactive, diagnostic formative assessment on a large scale
Peter Tymms, CEM Centre, Durham University (UK) and Richard Hanna, Council for the Curriculum, Examinations & Assessment, Northern Ireland (UK)
B The quality management of large-scale computer based assessments
Peter Hermans
Cito (The Netherlands)
C Developing and implementing computer simulated performance tests
David Pucel
University of Minnesota & Performance Training Systems, Inc. (USA)

Umney Theatre, Robinson College
Chair – Gordon Stanley, Oxford University Centre for Educational Assessment (UK)
A The development of the P-12 assessment policy in Queensland, Australia
Peter Luxton and Robert Dudley
Queensland Studies Authority (Australia)
B The big new idea: Single level tests
Chris Whetton
National Foundation for Educational Research (UK)

JCR (Junior Common Room), Robinson College
Chair – Anton Béguin, Cito (The Netherlands)
A Public trust in high-stakes assessment and its measurement
Lucy Billington and Rachel Taylor
Assessment & Qualifications Alliance (UK)
B What attracts judges’ attention? A comparison of three grading methods
Jackie Greatorex, Nadezda Novakovic and Irenka Suto
Cambridge Assessment (UK)
C Fairness review of assessments
Sydell Carlton
Educational Testing Service (USA)

Garden Room, Robinson College
Chair – Victoria Crisp, Cambridge Assessment (UK)
A Assessment of work ethic: Possible and necessary
Sateja Joshi
Mallya Aditi International School (India)
B Narrative assessment: Identity and equity for disabled students
Sue Molloy and Geoff Moore
UC Education Plus, University of Canterbury (New Zealand)

Umney Lounge, Robinson College
Chair – Stuart Shaw, University of Cambridge International Examinations (UK)
A Moderation, a project in national prevocational education
Rixt Zeelenberg
Cito (The Netherlands)
B Auditing the quality profile
Nick Saville
University of Cambridge ESOL Examinations (UK)
C Does using discussion as a score-resolution method in a speaking test improve the quality of operational scores?
Marcin Smolik
Maria Curie-Sklodowska University (Poland)

12:30 – 13:45 Lunch – Dining Hall and Garden Restaurant, Robinson College

Poster presentations – Music Room, Robinson College

Poster 1 Electronic registration of applicants for admission examinations via the Internet
Ilgar Allahverdiyev and Chingiz Khalilov, The State Students Admission Commission (Azerbaijan)
Poster 2 Changes in assessment instruments over time
Gill Elliott, Cambridge Assessment (UK)
Poster 3 Impact of English Proficiency Tests on students’ perceptions and attitudes towards their English learning
Hui Fen Hsu, University of York (Taiwan)
Poster 4 SOCRATES – a tool for formative evaluation of teaching and learning
Keith John Lenden-Hitchcock and Low Ying Ping, Singapore Examinations & Assessment Board (Singapore)
Poster 5 Teacher professionality, pedagogic ideals, self- and student-perception of teachers. A panel study on their development in the course of studies, mandatory traineeship and job entrance from a human-ecological perspective
Klaas Macha, University of Cologne (Germany)
Poster 6 Towards equitable assessment on agricultural science practical activities in the junior secondary schools of Botswana
Moreetsi Thobega, Botswana College of Agriculture (Botswana)
Poster 7 The Pupil Monitoring System and school self evaluation in the Netherlands
Marleen van der Lubbe, Cito (The Netherlands)
Poster 8 Designing and using adaptive tests for large scale formative assessment in UK vocational education – 1999 to 2008
John Winkley, AlphaPlus Consultancy Ltd and Che Osborne, BTL Group Ltd (UK)

13:45 – 15:15 Paper presentations session 3

Auditorium, Robinson College
Chair – Jan Wiegers, Cito (The Netherlands)
A Results and lessons learned from the NAEP Problem Solving in Technology-Rich Environments Study
Randy Bennett
Educational Testing Service (USA)
B Soft skills – hard to assess?
Barbara Hill
Scottish Qualifications Authority (UK)
C The pursuit of increased learning: Coalescing assessment strategies at a large research university
Danny Olsen and Gary Kramer
Brigham Young University (USA)

Umney Theatre, Robinson College
Chair – Beth Black, Cambridge Assessment, (UK)
A Assessment of language proficiency of university students
Isarji Sarudin and Ainol Madziah Zubairi
International Islamic University Malaysia (Malaysia)
B Multiple-function system for applied statistical analysis of national entrance examinations
Oleg Shelaginov and Parviz Kazimov
The State Students Admission Commission (Azerbaijan)
C A comparative study of constructive validity of graduation English proficiency tests between universities in Taiwan and Mainland China
Byron Gong
Soochow University (Taiwan)

JCR (Junior Common Room), Robinson College
Chair – Diane Palmer, University of Cambridge International Examinations (UK)
A Aligning Cambridge ESOL examinations to the Common European Framework: Issues and practice
Hanan Khalifa and Angela Ffrench
University of Cambridge ESOL Examinations (UK)
B The determination of the appropriateness of essay type questions in the assessment of students’ performance in ‘The Theory and Practice of Communication’ in Kaduna Polytechnic
Gladys Goje and Martha Onjewu
Kaduna Polytechnic (Nigeria)
C Do marking reliability studies have validity?
Suzanne Chamberlain
Assessment & Qualifications Alliance (UK)

Garden Room, Robinson College
Chair – Peter Hermans, Cito (The Netherlands)
A On the automated assessment of short free-text responses
Raheel Siddiqi and Christopher Harrison
The University of Manchester (UK)
B Re-engineering the examination process in the National Open University of Nigeria: The On Demand Examination System initiative
Charity Akuadi Okonkwo and Adakole Ikpe
National Open University of Nigeria (Nigeria)
C The strategic use of marking technologies to support innovation and diversity in assessment
David Haggie
RM Education (UK)

15:15 – 15:45 Coffee break

15:45 – 17:15 Paper presentations session 4

Auditorium, Robinson College
Chair – Ann Puntis, University of Cambridge International Examinations (UK)
A Formative assessment and issues of equity: Strategies, interactions and social consequences
Jannette Elwood
Queen’s University Belfast (UK)
B Enhancing equity in public examinations: The West African Examination Council’s experience
Mulikat Bello, A Joy Kolajo and Yemisi R A Oyediran
The West African Examinations Council (Ghana)
C Ability, attainment and affluence – relationships between the SAT, A-levels and student characteristics
Catherine Kirkup and Chris Whetton
National Foundation for Educational Research (UK)

Umney Theatre, Robinson College
Chair – Carolyn Adams, Assessment & Qualifications Alliance (UK)
A Ensuring marker reliability in international assessments
Jenny Bradshaw
National Foundation for Educational Research (UK)
B Comparative analysis of the performance of eighth graders from six African countries
Damian Kofi Mereku
University of Education,Winneba (Ghana)
C Using bilingual students to link and evaluate different language versions of an exam
Ong Saw Lan, Malaysia Science University (Malaysia) and Stephen Sireci, University of Massachusetts Amherst (USA)

JCR (Junior Common Room), Robinson College
Chair – Helen Patrick, Consultant (UK)
A An investigation of reliability and validity: Using a rubric approach in learning and teaching
Lee Yim Ping, Ministry of Education (Singapore), Polly Chew, Rita Loh, Ardianawati Abdul Rahman and Yeo Dai Yun, Pasir Ris Primary School (Singapore)
B Teachers’ perceptions of impending innovation
Josephine Lau Sin Yee and Jennifer Shiu
Hong Kong Examinations & Assessment Authority (Hong Kong)
C Continuous assessment practices of primary and secondary school teachers in Nigeria
Godswill Obioma
Nigerian Educational Research & Development Council (Nigeria)

Garden Room, Robinson College
Chair – Gabrielle Matters, Australian Council for Educational Research (Australia)
A Re-imagining school-based assessment at the upper secondary education level
Antonio Mercurio
Senior Secondary Assessment Board of South Australia (Australia)

Umney Lounge, Robinson College
Chair – Irenka Suto, Cambridge Assessment (UK)
A Effective screening tools for children with working memory impairments
Tracy Alloway
Durham University (UK)
B An investigation of performance-based assessment in science in Saudi primary schools
Abdullah Al Sadaawi
Ministry of Education (Saudi Arabia)
C Psychometric versus dynamic assessment for ‘mathematically gifted children with learning difficulties’
Anies Al-Hroub
American University of Beirut (Lebanon)

The following paper was also scheduled for presentation on the Tuesday, but unfortunately due to travel difficulties the presenter was unable to attend:
Assessment for improving learning in schools in India: A perspective
Kirti Kapur
National Council of Educational Research & Training (India)

Wednesday 10 September 2008

Optional conference tours

Thursday 11 September 2008

09:00 – 10:30 Paper presentations session 1

Auditorium, Robinson College
Chair – Chris Whetton, National Foundation for Educational Research (UK)
A Large scale assessment – maintaining public confidence in high stakes state examinations
Tim Desmond and Margaret Desmond
State Examinations Commission (Ireland)
B An over view of PIRLS 2006: Design, results and subsequent analysis
Oliver Neuschmidt, IEA Data Processing & Research Center (Germany), Ina V S Mullis and Michael O Martin, TIMSS & PIRLS International Study Center, Boston College (USA)
C The challenge of meeting sampling and participation rates in international surveys
Liz Twist
National Foundation for Educational Research (UK)

Umney Theatre, Robinson College
Chair – Margaret Mackenzie, Victorian Curriculum & Assessment Authority (Australia)
A Predicting students’ performance on Agricultural Science examination from forecast grades
Moreetsi Thobega, Botswana College of Agriculture (Botswana) and Trust Mbako Masole, Botswana Examinations Council (Botswana)
B Towards a methodology for evaluating the equivalency of demands in vocational assessments between colleges/training providers
Victoria Crisp and Nadezda Novakovic
Cambridge Assessment (UK)

JCR (Junior Common Room), Robinson College
Chair – Gill Elliott, Cambridge Assessment (UK)
A The implementation of School-Based Continuous Assessment in Zambia
William M. Kapambwe
Examinations Council of Zambia (Zambia)
B Learning about ‘assessment for learning’ – trainee teachers’ perceptions of the purposes and nature of school assessment
Fran Riga
University of Cambridge (UK)
C Exemplifying standards in localised assessment – the Chartered Educational Assessor programme
David Wright and Graham Herbert
Chartered Institute of Educational Assessors (UK)

Garden Room, Robinson College
Chair – Sandra Johnson, Assessment Europe (France)
A What exactly are we assessing when we assess qualifications based on standards?
Barry Smith
AlphaPlus Consultancy Ltd (UK)
B Creating and implementing an industry employability certification program: A case-study of NAC-Tech
Madan Padaki
MeritTrac Services Private Limited (India)
C Occupational English Test for nurses
Tiffany Lynch
University of Adelaide (Australia)

Umney Lounge, Robinson College
Chair – Peter Luxton, Queensland Studies Authority (Australia)
A School-based assessment: The leash needed to keep the poetic ‘unruly pack of hounds’ effectively in the hunt for learning outcomes
Maryna Reyneke
North-West University (South Africa)
B Realising and releasing potential 40 years on
Gabrielle Matters, Australian Council for Educational Research (Australia) and Claire Wyatt-Smith, Griffith University (Australia)
C The beneficial washback of the introduction of a school-based assessment component on the speaking performance of students
Lee Wong Wai Christina
Hong Kong Examinations & Assessment Authority (China)

10:30 – 11:00 Coffee break

11:00 – 12:30 Paper presentations session 2

Auditorium, Robinson College
Chair – Gordon Stobart, Institute of Education (UK)
A Does marking images of essays on screen retain marker confidence and reliability?
Dee Fowles
Assessment & Qualifications Alliance (UK)
B On-screen essay marking reliability: Towards an understanding of marker assessment behaviour
Stuart Shaw and Helen Imam
University of Cambridge International Examinations (UK)

Umney Theatre, Robinson College
Chair – Tim Desmond, State Examinations Commission (Ireland)
A Grading examinations using expert judgements from a diverse pool of judges
Nicholas Raikes, Sara Scorey and Hannah Shiell
Cambridge Assessment (UK)
B Developing curriculum standards: Lessons for Australia from experiences in other countries
David Philips
Victorian Curriculum & Assessment Authority (Australia)
C Exploring tacit assumptions about comparability
Paul Newton
Office of the Qualifications & Examinations Regulator (UK)

JCR (Junior Common Room), Robinson College
Chair – Dylan Wiliam, Institute of Education (UK)
A Exploring the validity of teachers’ judgements of pupils’ attainments
Lillian Munro, Scottish Qualifications Authority (UK)
and Sandra Johnson, Assessment Europe, Scotland (UK)
B Using assessment data to drive school improvement – the RAISEonline programme
Paul Charman
Forvus (UK)
C In whose interests: The use of assessment results from the perspective of the student
Jacqueline Cumming, Griffith University (Australia) and Ralph Mawdsley, Cleveland State University (USA)

Garden Room, Robinson College
Chair – Mark Shannon, Cambridge Assessment (UK)
A Faculty competency in assessment
Ainol Madziah Zubairi, Isarji Sarudin and Mohamad Sahari Nordin
International Islamic University Malaysia (Malaysia)
B Assessing the quality of the Joint Admissions & Matriculation Board’s Universities Matriculation Examination (UME) in Nigeria using factor analysis
Dibu Ojerinde
Joint Admissions & Matriculation Board (Nigeria)

12:30 – 13:45 Lunch – Dining Hall and Garden Restaurant, Robinson College

13:45 – 15:15 Paper presentations session 3

Auditorium, Robinson College
Chair – Jeffrey Goodwin, Pearson Research & Assessment (UK)
A What should teachers know and understand about assessment?
Tim Oates
Cambridge Assessment (UK)
B What does it mean to be an assessment professional? What do we need to know about assessment if we are to work for national and international assessment agencies?
Andrew Watts and Jill Grimshaw
Cambridge Assessment (UK)

Umney Theatre, Robinson College
Chair – Barbara Hill, Scottish Qualifications Authority (UK)
A Predicting achievement in the early years: How influential is personal, social and emotional development?
Christine Merrell
CEM Centre, Durham University (UK)
B Assessing graduate attributes for employability in the context of lifelong learning: The holistic approach
Ya-hui Su
National Kaohsiung Hospitality College (Taiwan)
C Can emotional and social abilities predict differences in attainment at secondary school?
John Bell, Carmen Vidal Rodeiro and Joanne Emery
Cambridge Assessment (UK)

JCR (Junior Common Room), Robinson College
Chair – Dibu Ojerinde, Joint Admissions & Matriculation Board (Nigeria)
A Assessing students’ knowledge for improving the learning process: A case study in Catalan universities
Nati Cabrera, Open University of Catalonia (Spain), Georgeta Ion, University of Bucharest (Romania) and Elena Cano, University of Barcelona (Spain)
B A high degree of difficulty: Assessing higher-order thinking in cross-curricular tests with multiple choice items
Doug McCurry
Australian Council for Educational Research (Australia)
C When is predictability a problem in an examination?
Angus Alton
Office of the Qualifications & Examinations Regulator (UK)

Garden Room, Robinson College
Chair – Frances Kerr-Phillips, Independent Examinations Board (South Africa)
A Washback on Chinese learners: An impact study of the College English Test Band 4
Ying Zhan
University of Hong Kong (China)
B The impact of writing portfolios on improving the process of writing research papers
Maryam Niami
Islamic Azad University (Iran)
C Integrating assessment into the lesson plan to improve learning: A focus on Nigerian primary schools
Elui Ebelechukwu
Federal College of Education (Nigeria)

15:15 – 15:45 Coffee break

15:45 – 17:15 Business Meeting – IAEA members

In the evening, a gala dinner at King's College took place.  The entertainment was kindly sponsored by DRS Data Services Ltd, and the pre-dinner drinks reception was kindly sponsored by Smith & Ouzman Limited.

Friday 12 September 2008

10:00 – 11:00 Keynote presentation

Chair – Greg Watson, Chief Executive – OCR (UK)
What do you know when you know the test results? The meanings of educational assessments
Professor Dylan Wiliam
Institute of Education – University of London (UK)

Click here to view the presentation

11:00 – 11:30 Coffee break

11:30 – 12:30 Closing ceremony

  • Address by Simon Lebus, Group Chief Executive, Cambridge Assessment
  • Address by Professor Alison Richard, Vice-Chancellor, University of Cambridge
  • Presentation by hosts of IAEA 2009 conference: Queensland Studies Authority & Griffith
  • University
  • Closing address by Gabrielle Matters, IAEA Executive Secretary

12:30 – 13:45 Lunch