Conference Main Theme
“Educational Assessment in a Knowledge Society”

The late 20th and the beginning of this century has been a period of major social, economic and political changes. It has been also a time in which there have been big changes in knowledge – in how people perceive knowledge and how they use it. This period is now widely known as the beginning of the Knowledge Age – to distinguish it from the Industrial Age.

Sub-themes

  1. Qualification Harmonization For Regional Integration
    Towards qualification standardization/harmonization for regional integration in a knowledge society. The sub-theme deals with development of qualification frameworks, challenges in translating foreign qualifications and the related quality assurance issues. It attempts to address issues related to cross boarder learning, trade, and employment.
  2. Best practices in combating examinations irregularities
    With the high price placed on knowledge so is the demand to obtain qualifications. Anxieties among learners and training providers/schools have led to increasing examination irregularities. The sub-theme attempts to answer the question: What best practices can assessment practitioners share to combat this vice?
  3. Best Practices and Experiences in Soft Skills Assessment
    The Knowledge Age is a new and advanced form of capitalism in which knowledge and ideas are the main source of economic growth (more important than land, labour, money, or other ‘tangible’ resources). New patterns of work and new business practices have developed, and, as a result, new kinds of workers, with new and different skills, are required. Soft skills are being demanded for more as compared to hard soft which are/were relevant in industrial age. The subtheme attempts to answer the question: As assessment practitioners are we able to assess soft skills to meet this demand and if so, to what extent?
  4. Curriculum and Assessment Integration
    A knowledge society requires redesigning curricula, and learning to accommodate the new forms of skills and learning. The sub - theme attempts to answer the questions: How is the curriculum and assessment being designed to meet the challenges of the knowledge age?
    What are the intricate relationships between curriculum and assessment? What are the challenges and opportunities of assessment in the knowledge age? What are the issues of learning measurement metrics and early grade assessment?
  5. Enhancing Equity in Educational Assessment
    If knowledge has become the main basis for economic growth, then issues of Equity in educational measurement and assessment have to be addressed. The subtheme attempts to answer the question: How accessible are assessment practices to all categories of learners regardless of any form of marginalisation?
  6. Innovations in Educational Assessment in Africa
    With the advent of a knowledge age, the meaning of knowledge is changing, having profound implications on how education is conceptualized, organized, delivered and measured. The sub-theme attempts to answer the question: As assessment practitioners, are we being innovative enough to be relevant in this era and to mirror the demands of the knowledge age, if so what innovations are there to share?
  7. Using Assessment Results to Improve the Quality of Teaching and Learning
    One of the major requirement in a knowledge society is information dissemination and usage. Information becomes a prime commodity in economic growth. In this regard, educational assessment information should have the power to influence the quality of education.  The sub-theme attempts to address issues of norm vs. criterion based standards setting/fixing, performance profiling, communication modes etc are some of the issues to be addressed.
  8.  Applications of ICT’s to Educational Assessment
    ICTs are one of the key pillars and driving force towards knowledge societies. Most sectors have moved towards E- government, E commerce, E agriculture, E trade, E education and E-learning. The sub-theme attempts to answer the questions: How far are we embracing the ICTs in Assessment? In this sub-theme, exhibitions will also be encouraged

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