Theme

Managing Assessment Processes: Policies and Research

Assessment is an integral part of learning. Without feedback on performance the learner can have no idea how to change and improve. Such feedback can come from a teacher or instructor, based on a formal or informal assessment. It can come from other learners as a form of peer assessment. Or it can come from a self assessment process by the learner themselves. All these processes can happen in an uncontrolled manner or they can be managed and directed. Most societies place an emphasis on the formal management of assessment processes in the belief that this will provide more accurate and useful information which will aid learning.

The management of assessment processes is therefore a matter of considerable importance. What sort of processes lead to the most accurate measures? What sort of processes lead to the best learning? Are these the same? How can the processes be controlled? Should they be controlled? Should professional expertise and judgement play a central role? Such questions are often matters of educational values, but they are also enshrined in policies. They can be researched and debated.

Many education systems measure performance in some way, perhaps with reference to defined standards. Alternatively, they may compare their own outcomes to other countries or systems. This measurement process can itself become an instrument of policy, providing accountability information which influences what is being measured. How does this interact with test design and construction? How can standards be set fairly and assessed accurately?

The theme of this year's AEA-Europe conference is intended to allow our assessment community to discuss and embrace these debates. We welcome contributions (papers, discussion groups and posters) which reflect research or positions on the management of assessment processes. Contributions could consider:

• The benefits and disadvantages of central control at a regional or national level
• The benefits and disadvantages of decentralisation, liberalism in assessment or professionalization of the assessors
• The benefits and disadvantages of large scale assessments at a national or international level 
• Policies which promote the desired philosophy, and the change process to introduce these
• New approaches to psychometrics and the analysis of data which reflect management or policy needs
• Technological change in managing assessment processes
• Research to aid policy development and implementation