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Keynotes  (click on paper title to see abstract)

What kind of learning do we want—and how can classroom assessment encourage it? [England]  
Professor Gordon Stobart

First principles, reforms and evidence: Setting an agenda for classroom assessment and student growth [Australia] 
Professor Joy Cumming  and Professor Claire Wyatt-Smith

Papers (click on paper title to see abstract)

Developing teacher and student understanding of achievement standards [Australia] 

Lenore Adie and Jill Willis

Up-scaling assessment: Developing ‘Assessment Frameworks’ for integrated, inquiry-based professional curricula in higher education [Hong Kong]
Susan Bridges 

Ethics, moral dilemmas and assessment practices and policies:  Exposing optical illusions [New Zealand]

Roseanna Bourke

A Picture of Formative Assessment in the Philippines [Philippines, United States, Australia]
Louie Cagasan, Esther Care, Pam Robertson and Rebekah Luo

Laying the foundation for assessment reform in Sydney Catholic Schools [Australia]
Paul Cahill  

Assessment as learning—successes, and leading for successes, in a high school context [Australia]

Marta Cassidy and Joseph Guss

Assessment for Learning territories: A cartography of practices [Australia]
Jennifer Charteris and Dianne Smardon

Recognising the rhythms of AfL teacher noticing: Connoisseurship, cultural connectedness and collaborative ways of working [New Zealand, Australia, England]
Bronwen Cowie, Jill Willis and Christine Harrison

Assessment adjustments for students with disability: Raising the bar not the barrier [Australia] 

Joy Cumming and Elizabeth Dickson

What is the border between formative and summative assessment for 21st century learning?  [Australia] 
Jo Dargusch and Claire Wyatt-Smith 
Practical, research-based ways to use assessment to support adult, school and system learning

Anne Davies

Engaging students with assessment as learning:  Scaffolding classroom practice to build students’ self-efficacy and agentic engagement [Australia]
Anna Fletcher 

A question of alignment [UK] 
Louise Hayward

Engaging students and improving learning through quality classroom assessment: The Singapore story [Singapore]
Kangya He, Jieying Ng and Yoke Gen Ginny Lee

Classroom practices that build students' assessment capabilities: Where should professional learning and support be focused? [New Zealand]
Rosemary Hipkins

The Jetson's World: Online collaborative moderation between small, remote and metropolitan schools [Australia]
Susanne Jones, Leigh-Anne Williams and Alicia Hoddle

Enhancing the use of Assessment for Learning in South African classrooms: Addressing the equity and redress challenge [South Africa]
Anil Kanjee

Student learning to self-assess: The role of co-regulation [Canada]
Dany Laveault

Assessment geopolitics? Understanding assessment change in the Republic of Ireland [Ireland] 
Anne Looney 

Professional learning in assessment for South Australian teachers [Australia]
Hassan Mekawy and Bob Buxton

Rethinking Indigenous ways to literacy assessment: Hands that speak, feet that tell the story [Australia]  
Kathy Mills 

Valuing partnerships in assessment: Building sustainable professional learning [New Zealand]
Jenny Poskitt

Marking in a standards-referenced framework [Australia]
Olivia Radford

Finding the pieces of the engagement puzzle: Student voice and choice in assessment practices [Australia]
Tiffany Ross

ISQ Progression Points: Promoting a continuum approach to the Australian curriculum in English and mathematics [Australia]
Jenene Rosser

Sustaining teacher professional development in assessment to improve student learning [Singapore]

Xiao Yun Sherlyn Seah, Sheng Lim and Fangxi Tan

Social moderation: An option for sustainable teacher professional learning in assessment? [New Zealand]
Esther Smaill

Functions of assessment in teacher education [Norway]
Kari Smith

Student-led assessment incorporating assistive technology for a diverse range of learners in the classroom [Australia]
Kristyne Smith and Kathleen Bennett

Assessment supporting high school student learning in language arts [Canada]

Ann Sherman

Classroom assessment being informed by large scale assessment: The case of the Pacific Islands literacy and numeracy assessment [Fiji] 
Torika Taoi and Mere Vadei 

Curricula alignment, classroom assessment practices and teacher competency standards: The critical role of learning outcomes [Fiji] 
Mere Vadei and Torika Taoi

Using video technology to enable student voice in assessment feedback [Australia]
Fabienne Van der Kleij, Lenore Adie and Joy Cumming

Assessment for personalised learning: Towards a whole community approach [Australia]
Deborah Williams 

How do primary and secondary school teachers in China understand, implement and reflect on classroom assessment? [China]

Decheng Zhao


Assessment to support student learning and development: The Singapore PERI holistic assessment journey [Singapore]
Jieying Ng, Sheng Lim, Kangya He, Xiao Yun Sherlyn Seah

Teachers' learning that bridge the gap between the 'letter' and the 'spirit' of assessment practices [Japan]
Sae Yamamoto and Masahiro Arimoto

Assessment components in Yokote Seiryo Gakuin [Japan]
Syoji Zeze


Considering the impact of human and social conditions on Assessment for Learning: Implications for practice [USA, Australia, New Zealand]
Discussant: Susan Brookhart

Symposium Paper 1:
The human and social experience: Too easily glossed over in classroom assessment

Lois Harris and Gavin Brown 

Symposium Paper 2:
Student self-assessment: An overview of research and problems of practice

Heidi Andrade and Gavin Brown 

Symposium Paper 3:
Peer assessment- collaborative learning more than collaborative scoring: Implications from a review

Ernesto Panadero

Symposium Paper 4:
Changing perspectives about assessment for learning through teacher education

Mary Hill
and Gayle Eyers 

* * * * *

Professional Learning in Assessment: A South Australian perspective [Australia]
Discussant: Hassan Mekawy 

Symposium Paper 1:
Professional learning in the SACE

Hassan Mekawy  

Symposium Paper 2:
Institute of Educational Assessors

Bob Buxton 

* * * * *

Involving learners in assessment from early childhood to secondary to adult learners: Alignment of word and deed [Spain, Canada]
Discussant: Ernesto Panadero

Symposium Paper 1:
Assessment in the early years: A study on classroom practices

Chris DeLuca

Symposium Paper 2:
Secondary teachers' collaborative work towards AfL in high school English language arts classrooms

Ann Sherman

Symposium Paper 3:
Teacher supervision and AfL: Using assessment in the service of adult learning
Anne Davies

                                                                                                                     * * * * *

Fight or Flight? Risking self in formative practice for shaping learner agency [Australia]
Discussants: Jill Willis and Lenore Adie

Symposium Paper 1:
Reflecting on a school's transition into formative assessment, and transformational assessment practices for the junior school 

Bruce Addison

Symposium Paper 2:
The importance of holistic care in the support of student learning 

Alix Vann

Symposium Paper 3:
Understanding the adolescent brain to inform formative assessment 

Ruth Jans

Symposium Paper 4:
The grades/feedback nexus: See the formative forest rather than the summative tree

Stephen Woods

Symposium Paper 5:
'Noticing', reframing and introducing 'criterial literacy': Impact on sense of self and student agency

Kay Kimber


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