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Rachel W

Assessment is central to all forms of education and there is now a wealth of research examining the impact of assessment on learning. In the last two decades research has highlighted how assessment can work to drive learning; but also the negative consequences of some forms of assessment.

So, in this era of rapid innovation and technological development why has assessment been so slow to change?
Why do assessment systems remain such a polarising aspect of education systems? And, how can our understanding of child development and learning science improve students’ and teachers’ experience with assessments?
In this talk I will consider research evidence and developments in assessment models to make an analysis of the current aspirations, trends, challenges and areas in need of caution in assessment. I will provide a brief review of:
- the assessment challenges facing Australia
- key shifts in the history of assessment and how these relate to our developing understanding of learning
- some innovative assessment approaches from around the globe
- assessment approaches with potential to empower learning in students and educators
I argue for the need to take student-centred approaches to assessment; integrating our understanding of cognitive progressions and recent insights into emotional development to optimise learning.

Rachel Wilson is Senior Lecturer in Research Methodology, Educational Assessment & Evaluation. As such she has broad interests across educational evidence, policy and practice. She has a particular interest in early childhood education and she has recently published a book on Emotional Development, co-authored with her father. She also has an particular interest in trends in educational participation and standards. - See more at: http://sydney.edu.au/education_social_work/about/staff/profiles/rachel.wilson.php#sthash.KMGWnJzf.dpuf

Event details
When: Wednesday 21 June, 11:30 am - 1pm
Where: Room 612, Education Building A35
Brown Bag: Attendees are welcome to bring their own lunch

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Research by the University's Centre for Research on Learning and Innovation (CRLI).
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