Distinguishing between Valid and Appropriate Use of Assessment Data

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

Distinguishing between Valid and Appropriate Use of Assessment Data compared with Invalid and Inappropriate Use of the Data

P4S6

In recent decades student performance data, especially test data, has been used increasingly as a measure of school performance. In some systems, these data are also used as a measure of teacher and principal performance. The United States of America is one such example of a proliferation of testing and test-based school accountability. The increased importance that has been placed on test data has been met with a growing concern among educators, and even measurement specialists, that the data are increasingly being used for purposes for which they have not been designed, for which they are technically unsuited, and or are being used to guide decision making when the data are too narrow in scope to do this accurately and legitimately. Experts like Daniel Koretz and members of the UK Assessment Reform Group continue to express serious concerns about particular practices and decision-making that use assessment data. This session will analyse different assessment data sets and the contexts in which they are, and should be, used. Conversely, we shall explore how and where the data are being used for purposes that cannot be justified, or where better measures exist. Consistent with The Balanced Scorecard for Schools approach, the session will promote the use of a broad range of metrics and indicators to assess the performance of students, teachers, school leaders, schools, and school systems. The objective is to have participants be aware of the range of assessment data available to educators and decision-makers, and to be equally aware of their appropriate and inappropriate use in measuring performance.

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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