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Using assessment data well is vital so every student achieves their full potential.
This seminar will introduce how leading international schools are using assessment data to build a complete picture of every student. Through combining measures of ability, attainment, and attitudes to learning, schools can identify learning needs at an individual, cohort, and school level.
Triangulating your data:
Each measure of ability, attainment and attitudes to learning are valuable, but by combining the data, you can build a unique personal profile of each student. These powerful insights support you to personalise learning and inform teaching.
During the seminar, we will discuss how you can use these measures to:
- Establish an accurate baseline – Discover practical guidance on how to reliably measure students’ cognitive and reasoning abilities. Plus, learn how to use this to inform curriculum planning and teaching.
- Identify gaps in learning – Explore how a structured programme of standardized and benchmarked assessments supports schools in identifying areas where students may have gaps in their learning. Plus, learn how they measure yearly (or termly) progress and discover curriculum areas that need reinforcing.
- Improve student engagement and wellbeing – Find out how whole-school attitudinal surveys provide a picture of student wellbeing that helps identify any hidden barriers to learning. Plus, see how they can support pastoral care teams to reveal unseen support needs and evaluate the impact of wellbeing interventions.
What you will take away:
- A clear understanding of the benefits of a “whole student view” to assessment
- A template “product agnostic” assessment timeline
- An assessment practice review framework
- The opportunity to have a free trial of one of our leading assessments
Venue and logistics
The seminar is being held in a venue located in Doha. The full address will be confirmed to registered delegates.
There is no charge to attend the seminar, but due to capacity restrictions we will initially be restricting registrations to two delegates per school. Additional requests will be added to a waiting list in case of cancellations or unexpected spaces.
Emily is a versatile educator with ten years of international experience in Canada, Jamaica, Czech Republic, Bahrain, Ghana, and the United Kingdom. In different corners of the globe, she has worked in various capacities within the education sector as an ESL instructor, a high school English teacher, an IBDP Literature teacher, a graduate student, a researcher, and a consultant. After years of teaching, Emily decided to convert her experience and observations into a Master’s thesis. She graduated from The University of Oxford with a Master of Science in Learning and Teaching, and her thesis explored the narratives of volunteer educators in Ghana as well as the intersection of voluntourism and English Language Teaching as a development tool. Her accompanying research project trialled the use of a UbD curriculum to encourage best practice and empower volunteers to be proactive educators. Emily currently works with many of the largest school groups in the world, helping senior leaders understand their data across multiple schools and providing bespoke training to ensure the effective use of assessment tools. Through her consultative work with various stakeholders at the group and individual school level, Emily encourages best practice by helping educators “read” the data stories of their learners.