Researching impact in an educational assessment context

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• Dr Hanan Khalifa and Dr Karen Ashton (University of Cambridge ESOL Examinations)
• Wednesday 01 February 2012, 15:30-17:00
• Hughes Hall, Mortimer Road, Cambridge.

If you have a question about this talk, please contact thenetwork.

To register please contact the Network Team on 01223 553846 or thenetwork@cambridgeassessment.org.uk

Assessments form part of complex systems and have expected and unexpected consequences, including exerting powerful influences on the individual and on educational systems and society. Following Messick (1989), researching such consequences is fundamental to test validation and allows for positive and negative impacts to be identified, maximising the sustainability of education and assessment programmes.

Introducing language assessments as part of educational reform is increasingly frequent and two common themes emerge: the desire to increase learner language proficiency (e.g. learners should reach level X by a certain educational stage), and the desire to increase the number of language learners. When learning and assessment are closely integrated these two goals are more likely to be achieved as the learning environment is both positive and motivational. This presentation discusses this complex relationship, Cambridge ESOL ’s approach to researching impact and the concept of ‘Impact by design’.

This talk is part of the Perspectives from Cambridge Assessment series.

This talk is included in these lists:

• Cambridge Forum of Science and Humanities
• Cambridge Language Sciences
• Cambridge talks
• Chris Davis' list
• Guy Emerson's list
• Hughes Hall, Mortimer Road, Cambridge
• Perspectives from Cambridge Assessment

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