Abstracts

Click here to go to directly to  Papers Posters Symposia


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
 
[Canada]

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


Posters

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


Symposia

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


CONTACT US

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acucac@officelogistics.com.au
  @LSIA_ACU  #AssessConAus


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