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Talks given by
Obviously this only lists talks that are listed through talks.cam. Furthermore, this facility only works if the speaker's e-mail was specified in a talk. Most talks have not done this.
Talks organised by
This list is based on what was entered into the 'organiser' field in a talk. It may not mean that actually organised the talk, they may have been responsible only for entering the talk into the talks.cam system.
- Validity unpacked
- Question writing
- Reliability
- Test and item evaluation
- Introduction to the Undergraduate Certificate in the Principle and Practice of Assessment
- Basic Statistics
- Cambridge Assessment Network: The educational standards over time: has mathematics education in England improved?
- Cambridge Assessment Network: Detecting cheating and plagiarism
- Cambridge Assessment Network: Education, values and society
- Are constructs really that important?
- Should we bother with expert judgement in awarding GCSEs and A levels?
- Ofsted, accountability and assessment
- Translanguaging: a dynamic bilingual perspective on pedagogy, assessment and research
- The challenges of evaluating the impact of changes to qualification specifications on student learning and development
- Validity theory and validation: never the twain shall meet?
- Research methods in action: how do researchers use the CRAS (Complexity-Resources-Abstractness and Strategy) framework and Kelly’s Repertory Grid (KRG) technique in assessment research studies?
- How do examiners reach judgements?
- Students’ and teachers’ views and experiences of A level unit re-sits
- Identifying the boundaries of validity theory: what’s in and what’s out?
- Francis Galton, measurement, psychometrics and social progress
- (De-) Formative assessment: is formative assessment as benign as we think?
- Vocational assessment – valid and manageable?
- Just how closely should textbooks link to public examinations?
- Making the most of our assessment data
- Current issues with National Curriculum assessment: lessons from school music education
- Consensus, what consensus?
- High-stakes testing at the school/university interface: experiences from the former socialist states of central and eastern Europe
- Researching impact in an educational assessment context
- The science of career success: personality and psychometrics in education and beyond
- Developing a model for investigating the impact of assessment within educational contexts by a public examination provider
- The effective monitoring of marking quality through on-screen marking
- Metaphors, markets and marks: the general qualifications market and its deregulation
- Challenges to admissions testing; how arguments for validity, reliability, impact and practicality are relevant to the development, delivery and use of admissions tests scores
- Epistemic ascent and curriculum design
- Digging for validity: developing new ways of assessing extra-curricular achievement
- Educational changes under the coalition
- Hitting the target but missing the point
- Why teacher assessment is not enough
- Meeting the challenges of change in assessment systems: A Maltese perspective
- Assessment reform in schools and colleges
- Qualifications, skills and employability: a peculiarly British obsession?
- 'Governments come and go' Educational reform and strategy in schools and colleges
- Problems with formative and summative assessment: can a theory of pedagogy help?
- Footprints in the secret garden – Awarding Bodies’ engagement with the curriculum
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