Conference Sub Themes

1. USING TECHNOLOGY TO ENHANCE EFFICIENCY AND EFFECTIVENESS IN EDUCATIONAL ASSESSMENT

Papers may be written on the following areas either as utilization of ICT in assessment in principle or using country (local) experiences to demonstrate how this is being done:

  • Efficient and effective data capture, processing, management and retrieval;
  • Processing and also releasing results to candidates;
  • Adaptive computer assessment, online examinations;
  • Item banking;
  • Accuracy in estimating validity and reliability indices and various data analyses;
  • E-marking;
  • Research in assessment.

2. RELEVANCE OF APTITUDE TESTS IN SELECTION AND PLACEMENT

Papers under this sub-theme may be directed towards sharing theoretical and practical experiences in these areas:

  • The theoretical aspects of aptitude tests that lend it to be an effective and efficient tool for selection;
  • Aptitude test as a high quality assessment tool;
  • Practical country/local experiences in the use of aptitude tests as a selection tool;
  • The process of construction of aptitude tests, their administration and analysis;
  • Relevant country studies conducted related to quality, efficiency, effectiveness and the processes of administration of aptitude tests and testing;
  • Comparative studies on aptitude tests and academic achievement tests as selection tools.

3. STANDARD SETTING PROCEDURES IN EDUCATIONAL ASSESSMENT

Papers under this subtheme may be directed towards sharing theoretical and practical experiences in these areas:

  • Theoretical aspects of standard setting procedures and grading of the learners;
  • Practical country/local experiences in the procedures of setting standards and grading the learners;
  • Effectiveness and efficiency of procedures of setting standards and grading;
  • Practical country/local experiences on how to ensure and maintain standards in grading;
  • Review of grading systems.

4. COMBATING EXAMINATION MALPRACTICE

Papers may be written on the following areas:

  • Innovations in and approaches to dealing with examination malpractice;
  • Country experiences or research in combating examination malpractice.

5.ASSESSMENT OF LEARNING OR ASSESSMENT FOR LEARNING

Papers may be written on the following areas:

  • Effectiveness of assessment in providing feedback to the stakeholders;
  • Country experiences on how formative and summative assessments are linked to classroom instruction;
  • How best we can integrate School Based Assessments to improve classroom instructions;
  • Country experiences of innovations that have been adopted to transit from “assessment of learning” to “assessment for learning”;
  • Use of portfolios in school based assessment
  • Hand-on tasks and how these are used in school-based assessment
  • Teacher observations and record management in enriching school-based assessment.

6. ENHANCING THE QUALITY OF PRACTICAL SKILLS ASSESSMENT

Papers may be written on the following areas:

  • Innovations in assessment to tap practical skills
  • Country experiences in the challenges of setting and conducting practical skills assessment;
  • Measures put in place to enhance the quality of assessment of practical skills;
  • Considerations for learners with special needs in practical skills assessment.

7. CURRICULUM REFORM AND EDUCATIONAL ASSESSMENT

Papers may be developed in the following areas:

  • Country experiences in reviewing the existing school curricula to cope with the changing times;
  • The extent to which assessment has been responsive to curricula reforms;
  • Considerations for learners with special educational needs in curriculum reform and educational assessment.

8. INTEGRATING SOFT SKILLS ASSESSMENT IN PUBLIC EXAMINATIONS

Papers may be written in the following areas:

  • Perceptions on integrating soft skills assessment in public examinations;
  • Prospects of integrating soft skills assessment in public examinations;
  • Country experience in assessing soft skills.