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This is where you will find information to read and download.

  • The Archive: Presentations and papers given at our events plus archive of Network News.
  • Useful links: A collection of links to websites on educational topics.
  • Glossaries: Online dictionaries to help you understand some of the terminology you will come across on this site and within Cambridge Assessment.
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Cambridge Assessment Network

Cambridge Assessment Network conference

Continuing development for assessment professionals

The Cambridge Assessment Network offers professional development activities to all individuals involved in assessment. Through us you can keep up to date with the latest thinking from key educationalists and share ideas with like-minded people around the world.

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The Network Team
Formative assessment: A critical review (18 February 2010)
by The Network Team - Tuesday, 2 February 2010, 10:26 AM
 

This presentation covers six inter-related issues in formative assessment (aka, ‘Assessment for Learning’). The issues concern the definition of formative assessment, the claims commonly made for its effectiveness, the limited attention given to domain considerations in its conceptualisation , the underrepresentation of measurement principles in that conceptualisation , the teacher-support demands formative assessment entails, and its place in the larger educational system. The thesis of the presentation is that, to realise maximum benefit from formative assessment, substantial progress must be made toward acknowledging and resolving these concerns.
Speaker: Randy Bennett (Research and Development, Educational Testing Service)
Date: 18 February
Time: 15.30-17.00
Venue: Hughes Hall, Mortimer Road, Cambridge

The Network Team
Footprints in the secret garden – Awarding Bodies’ engagement with the curriculum (3 February 2010)
by The Network Team - Friday, 29 January 2010, 03:52 PM
 
To what extent should awarding bodies be concerned about curriculum matters? If qualifications increasingly are seen as a means of controlling and influencing the quality of education and training, it is timely to ask what kind of engagement awarding bodies should have with programme content, learning processes and other curriculum issues. Is maintaining a distance between assessment and learning healthy and appropriate or should there be greater articulation between the two? Should awarding bodies limit themselves to understanding the impact of assessment and moderating negative 'washback effects' or actively manage a tighter relationship between qualifications and curriculum matters? Should the relationship be determined solely by a technical concern to ensure coherence between assessment and learning or is there a moral component associated with educational attainment and progression? The presentation will argue that awarding bodies stand in a complex relation with curriculum matters and occupy a crucial position in the system – one which is capable of mediating strongly competing interests and pressures.

Speaker: Tim Oates (Group Director, Assessment Research and Development, Cambridge Assessment)
Date: 3 February 2010
Time: 15.30-17.00
Venue: Cambridge Assessment, 9 Hills Road, Cambridge

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