Monday 17 August 2015
Start Date
17-8-2015 9:15 AM
End Date
17-8-2015 10:15 AM
Subjects
Student assessment, Evaluation methods, Evaluation problems, Evaluation problems, Monitoring (Assessment), Skills, Generic skills, Digital technology, Online assessment, Educational innovation
Abstract
Processes for assessing student learning are undergoing fundamental transformation.This presentation will consider three developments which can be expected to shape how student learning is assessed in the future. First is fundamental change in how assessment is conceptualised and approached, with a focus on monitoring learning. Second is growing interest in the assessment of a broader range of skills and attributes than those addressed in most current assessment efforts. Third is advances in technology which are opening the door to new ways of gathering information about student learning, including through records of real-time interactions in online learning environments. In ACER’s Centre for Assessment Reform and Innovation, these three developments are referred to as ‘new thinking’, ‘new metrics’ and ‘new technologies’. This presentation will explore ways in which these three developments, together with scientific advances in our understanding of learning itself, can be expected to transform school assessment processes over the next decade.
Recommended Citation
Masters, G. N. (2015, August 17). Learning assessments: Designing the future [Paper presentation]. Research Conference 2015 - Learning assessments: Designing the future. https://research.acer.edu.au/research_conference/RC2015/17august/3
Copyright Statement
Copyright Australian Council for Educational Research 2015
Place of Publication
Melbourne
Publisher
Australian Council for Educational Research (ACER)
ISBN
9781742862873
Learning assessments: Designing the future
Processes for assessing student learning are undergoing fundamental transformation.This presentation will consider three developments which can be expected to shape how student learning is assessed in the future. First is fundamental change in how assessment is conceptualised and approached, with a focus on monitoring learning. Second is growing interest in the assessment of a broader range of skills and attributes than those addressed in most current assessment efforts. Third is advances in technology which are opening the door to new ways of gathering information about student learning, including through records of real-time interactions in online learning environments. In ACER’s Centre for Assessment Reform and Innovation, these three developments are referred to as ‘new thinking’, ‘new metrics’ and ‘new technologies’. This presentation will explore ways in which these three developments, together with scientific advances in our understanding of learning itself, can be expected to transform school assessment processes over the next decade.