Interview with Vikram Rajendra, Instructional Coach and Head of Business Studies
Vikram Rajendra is a member of The Assessment Network and a current student on the Postgraduate Advanced Certificate in Educational Studies: Educational Assessment. As Instructional Coach and Head of Business Studies at Hangzhou Entel Foreign Language School in China, Vikram supports teachers to enhance their instructional strategies and align their teaching practices with the IGCSE and A-Level standards.
Could you tell us about your role as Instructional Coach at your school? What type of professional development initiatives have you been involved in there?
"In my role, I support teachers in enhancing their instructional strategies and aligning their teaching practices with the IGCSE and A-Level standards. One of my key responsibilities involves working with newly onboarded teachers through one-on-one coaching sessions. I guide teachers using data from classroom observations and formative assessments to refine their teaching practices, enabling them to address student needs better and enhance learning outcomes. I’ve also facilitated professional development workshops focusing on active learning strategies, classroom management, and the elective integration of digital tools for assessment."
Why did you decide to extend your assessment learning with the postgraduate course?
"Pursuing the postgraduate course was a natural step in advancing my expertise in assessment. I wanted to delve deeper into the principles of elective assessment design and gain a solid research-based foundation to support my roles as a teacher and an Instructional Coach.
One key insight has been understanding the rationale behind aligning assessments with their intended purposes. While I was already familiar with this concept, the course has provided me with the theoretical underpinnings and key research to substantiate its importance. This knowledge has enhanced my ability to guide teachers in creating assessments that measure learning and drive it. I would strongly encourage any serious educator to consider this course—it equips you with invaluable insights and practical tools to design assessments that are not only elective but also transformative for both teaching and learning."
On the members forum you say, ‘My focus is on developing students' analytical and critical thinking skills to prepare them for success in higher education and their future careers.’ Do you have any thoughts on the future of work and why those skills are so important in this rapidly changing world?
"Assessment plays a pivotal role in developing analytical and critical thinking skills, which are essential for the future of work. In an era of automation and rapid change, assessments that go beyond rote memorisation to evaluate higher-order thinking skills are crucial.
By designing assessments that challenge students to analyse, evaluate, and apply concepts, we prepare them for academic success and equip them with the tools to thrive in evolving workplaces. Well-designed assessments encourage students to think critically about problems, make connections between ideas, and develop innovative solutions— indispensable skills in dynamic and technology-driven industries."
Have you experienced any ‘lightbulb’ moments in your learning about assessment?
"One profound ‘lightbulb’ moment has been recognising how assessment validity and reliability interact, particularly about constructs and the implications on assessment design. For example, prioritising reliability by using multiple-choice questions exclusively for ease of scoring can lead to over-emphasising recall-based constructs and neglecting higher-order skills such as analysis or evaluation, thereby reducing validity. This realisation has prompted me to examine the balance between these two elements critically and seek more holistic assessment approaches.
Also, I’ve come to appreciate the importance of aligning assessment methods with instructional goals, ensuring they authentically reflect the constructs that students need to engage with and learn. Understanding these dynamics has enriched my perspective on how assessments can drive meaningful educational outcomes."