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Analysing and Interpreting Assessment Data to Reinforce and Enhance

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Analysing and Interpreting Assessment Data to Reinforce and Enhance Teaching and Learning

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Gaining a Better Understanding of Educational Measurement and How to Deliver Effective and Improved Assessment in the Classroom

Analysing and Interpreting Assessment Data to Reinforce and Enhance Teaching and Learning

P4S4

The use of assessment data to provide feedback and guidance to students is becoming an increasingly widespread practice, and one to be strongly encouraged. Research clearly demonstrates that feedback to students, especially timely feedback, is an immensely powerful tool to support effective teaching and learning. In the same way that assessment findings provide feedback to students and to teachers about student progress, assessment feedback also provides valuable information about the effectiveness of teaching. In this session participants will investigate how assessment data of all types can highlight potential strengths and weaknesses in teaching. This session will draw together the specifications of assessment targets in the curriculum, typically in the form of ‘achievement standards’ together with ‘proficiency scales’ –the standards and benchmarks against which student knowledge and skill acquisition are measured. These standards and scales specify not only what knowledge and skills students should acquire, but also levels of performance and achievement. We therefore focus on the learning ‘cycle’ of: Curriculum – Teaching – Assessment – Reporting. We then examine the cycle where the curriculum specifies what students should learn, and to what standard, and then assessment tasks test the extent to which students have reached the target levels of performance, which are then reported back. Detailed reporting of the assessment can then be fed back into the teaching process to determine which curriculum areas students have grasped well and which they have not. This is then used to evaluate strong and weaker areas of teaching, and where re-teaching is needed. Teachers will be strongly encouraged to be open and receptive to such feedback on their teaching and use it for future improvement. The session will stress the importance of setting clear goals and targets for teaching outcomes, together with specific and detailed indicators of success and attainment. This process can be applied to both formative and summative assessment data.

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Peter is an internationally recognised and respected professional with over 40 years' experience in education. His practical knowledge and understanding of education began with 18 years in Victorian schools, where he taught a broad range of disciplines and held numerous school leadership roles. This direct involvement in schools at the commencement of his career has equipped Peter with a thorough knowledge and understanding of the dynamics of schools, teaching, learning and of students. Subsequently, Peter moved into education-based roles outside of the school setting, Peter has held a number of senior management roles in very significant programs and organizations internationally. These include: three positions as general manager; one as national manager; and four senior management roles. Peter has had overall management responsibility for the world's largest and most complex education assessment program - the Program for International Student Assessment or PISA. He has established national education programs in both Australia (NAPLAN) and the Kingdom of Saudi Arabia (NAP).

Peter has been intensely involved in the application of technology in education. He introduced, for example, the first large-scale on screen marking technology in Australia (Pearson's ePen) that went on to become the national standard for marking in the NAPLAN program - involving over 1 million students annually. He was also significantly involved in promoting the digital curriculum work of The Le@rning Federation at Education Services Australia that involved the generation of specialist digital content for schools, backed by $180m of state and commonwealth funding. Peter project directed the planning and development of the My School website in Australia commencing this work in 2009 and subsequently in 2013 the introduction of NAPLAN online assessment through its National Sample Assessment program. Peter also led for the first three years of its development, the NAPLAN online program. He has also been closely involved with the use of technology to support international programs including PISA.

Most recently, at the OECD, Peter has managed both the PISA and the PISA-based Test for Schools programs that have provided him with invaluable international experience. Peter's work at the OECD included leading the revitalization of the PISA 2018 assessment domain of Global Competence and exploring the dimensions and possibilities of what can be called the 'new metrics' - that attempt to evaluate performance of countries, schools and students in the 'non-traditional' domains of teaching and learning that are considered vital to students' ability to succeed in life and work in their post-school years.

Peter is very keen to further extend his experience, knowledge and skills through working collaboratively with colleagues internationally, in service of the educational advancement of students (especially those suffering disadvantage) and to support and lead the work of schools in evaluating and improving their performance. In 2018 Peter will be Global Project Director for the Balanced Scorecard for Schools (or BSFS) program in partnership with Marshall Cavendish Education, Singapore, as well as acting as an advisor to the Minister for Education in the Kingdom of Saudi Arabia.

MCI MasterClass Live series aims to bring the best practices and teaching strategies to fellow educators around the world.  With technology as an enabler, our expert trainers are able to conduct each webinar like our signature face-to-face sessions where MCI can stay true to our commitments to:

(1) sharing of best practices

(2) providing a platform of exchange

(3) engaging in hands-on interaction

(4) taking home implementable strategies for the classrooms.

Website: https://www.mcinstitute.com.sg/bsfs/bsfs.html

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