Start Date
22-8-2022 12:00 AM
Subjects
Student assessment, Monitoring (Assessment), Formative evaluation, Evaluation methods, Writing tests, Feedback, Standards, Educational innovation, Learning progressions, Micro-credentials, Assessment literacy
Abstract
The focus of this year’s Research Conference is on the use of assessment to support improved teaching and learning. The conference is titled ‘reimagining assessment’ because we believe there is a need to transform the essential purposes of educational assessment to provide better information about the deep conceptual learning, skills, competencies, and personal attributes that teachers and schools now have as objectives for student learning and development. Reimagined assessments must now be focused on monitoring learning across this broader range of intended outcomes and provide quality information about the points individuals have reached in their long-term development.
Recommended Citation
Burns, K. (Ed.). (2022). Research Conference 2022: Reimagining assessment: Proceedings and program. Australian Council for Educational Research. https://doi.org/10.37517/978-1-74286-685-7
Copyright Statement
Copyright Australian Council for Educational Research 2022
Place of Publication
Melbourne, Australia
Publisher
Australian Council for Educational Research
ISBN
978-1-74286-685-7
DOI
https://doi.org/10.37517/978-1-74286-685-7
Included in
Curriculum and Instruction Commons, Educational Assessment, Evaluation, and Research Commons
Research Conference 2022: Reimagining assessment: Proceedings and program
The focus of this year’s Research Conference is on the use of assessment to support improved teaching and learning. The conference is titled ‘reimagining assessment’ because we believe there is a need to transform the essential purposes of educational assessment to provide better information about the deep conceptual learning, skills, competencies, and personal attributes that teachers and schools now have as objectives for student learning and development. Reimagined assessments must now be focused on monitoring learning across this broader range of intended outcomes and provide quality information about the points individuals have reached in their long-term development.