| Speakers: |
Stuart Shaw, Principal Research Manager (Cambridge Assessment International Education)
Sarah Mattey, Research Officer (Cambridge Assessment International Education)
Edmund Jones, Senior Research Manager (Cambridge Assessment English)
Anne-Claire Gueranger, Principal Data Scientist (Cambridge Assessment)
Nicky Rushton, Research Officer (Cambridge Assessment)
Nick Raikes, Assistant Director of Research (Cambridge Assessment)
Matthew Caroll, Research Officer (Cambridge Assessment)
Sylvia Vitello, Research Officer (Cambridge Assessment)
Wafa Al-Yaqoobi, Directorate of National Examinations (National Authority for Qualifications and Quality Assurance of Education and Training, Bahrain)
Basma Al-Sadeq, Data Officer (National Authority for Qualifications and Quality Assurance of Education and Training, Bahrain) |
| Date: |
09 - 14 Sep 2018 |
Venue: |
St Catherine's College, Oxford
Manor Road
Oxford
OX1 3UJ
|
| Type: |
Conference |
Fee: |
From £650.00 |
In 2018 International Association for Educational Assessment (IAEA) went to St Catherine’s College in Oxford to host its 44th annual conference. IAEA offers a global forum for all those involved in all forms of educational assessment in primary or secondary schools, colleges or the workplace.
The theme of the 44th IAEA Conference was 'Assessment and Big Data'. The conference focused on new ways of discovering and quantifying important Big Data measures with sufficient reliability and validity, and new quantitative techniques that will emerge from the world of Big Data.
The event provided an opportunity for attendees to share their understandings of current processes and findings, as well as looking at opportunities for exploiting Big Data.
Research underpins everything we do across the Cambridge Assessment Group and we frequently publish our findings.
This year, Cambridge Assessment had a total of ten speakers attending to deliver thirteen different insightful presentations. One of which was Martin Johnson and Stuart Shaw’s research on ‘Developing a framework for assessing computer-based test washback.’ They explored the sorts of educational influences that computer-based tests (CBTs) can have, and focused on one particular form of influence: washback. The definition of washback in educational assessment literature is the enquiry into the impact of testing (of all types). To find out more about this presentation and to hear about our other speakers please see the programme section of the IAEA 2018 Website.
For more information about the 2018 conference please visit the
IAEA website.