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• Cambridge Assessment

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• What will ‘businesslike’ mean when business isn’t like business anymore?
• Should the public trust national assessments?
• Standard setting by expert judgement
• Where did those come from? The hidden history of GNVQs
• Objectively subjective: assessing GCSE Drama, GCSE Expressive Arts and A Level Performance Studies
• Equating
• Validity: does the assessment ‘do what it says on the tin’?
• An introduction to open source
• A critical look at the impact of e-assessment on education
• Reliability and validity
• Extending the bandwidth of technology supported learning
• Item and test evaluation
• Concepts of competence
• Basic statistics
• Assessing Personal Development Planning (PDP) – ideas and issues
• The boundaries of personalised learning – just where does it begin and end?
• Creating assessments
• Technologies for Online Interoperable Assessment
• Question types – in search of a taxonomy
• Maximising achievement for all: being dyslexia wise
• Equating and item banking with the Rasch model
• Introduction to Rasch
• Assessment and education
• Motivating language learners: the role of assessment
• The poor cousin we don’t talk about – reliability in vocational assessment
• A rationale for levels – the European Qualifications Framework
• An update on CARET’s activities
• Assessment systems in service of the public