Building the Curriculum 5: Quality Assuring Assessment

Welcome Peter Tymms

Outline The day Assessment for excellence CEM Purposes Choices Layers Traps CEM

Purposes Informal Official As part of life As part of teaching Certification Admission Selection Accountability Allocation of resources Research Monitoring Identification of special needs In preparation for teaching Feedback Assessment for learning Informal As part of life As part of teaching As part of being taught

Choices: Assessment Domains Cognitive Affective Physical Behavioural

Choices: Criterion and Norm Referencing

Layers of Information Authorities Schools Classes Brain modules Pupils

Traps Relying entirely on teacher assessment Reliability? Comparability? Bias? Discrimination Believing that top down accountability raises standards Failed south of the border Using only aggregate data Ecological falicy

CEM 1,000,000+ students each year 1000s schools Ages 3 to 18+ Scotland, England, Australia, New Zealand, Netherlands, Hong Kong, China, S. Africa 100s of international schools Confidential and accurate Translations into a dozen languages Norm and criterion Paper based and e-assessment Cognitive, affective, physical and behavioural With support

Thank you