Podcasts about Educational assessment

Mike Perkins and Jasper Roe share a practical framework for ethical AI integration in assessment on episode 569 of the Teaching in Higher Ed podcast. Quotes from the episode We wanted to be flexible and have some opportunities for students and faculty to really have open conversations about how AI might be suitably used given the individual circumstances and the cultural context. -Mike Perkins One of the things that is happening that we can't deny is that the rate of hallucinations is going down. The capabilities are getting better and better. -Jasper Roe Criticality and pessimism aren't the same thing, especially when it comes to GenAI models. -Jasper Roe Resources AI Assessment Scale Website Updating the AI Assessment Scale, by Leon Furze The Artificial Intelligence Assessment Scale (AIAS): A Framework for Ethical Integration of Generative AI in Educational Assessment, by Mike Perkins, Leon Furze, Jasper Roe, & Jason MacVaugh Nick McIntosh Artificial intelligence and illusions of understanding in scientific research, by Lisa Messeri & M. J. Crockett Amelia King Jane Rosenzweig's Bluesky post: Schitts Creek: The Sequel (Bluesky login required to view) Jane Rosenzweig's Breakfast Club Ai generated photos mixed with real ones (login required) SIFT Toolbox for Claude (and ChatGPT) Released, by Mike Caulfield Strava Garmin AI and the Future of Higher Ed, by Nick McIntosh The Residence

On this episode of The Report Card, Nat Malkus speaks with Dylan Wiliam about the latest PISA results, education in the US vs. education in the UK, what tutors might learn that classroom teachers might not, where teacher improvement and professional development tend to go wrong, making learning responsive to students, formative assessment, learning English as a second language, charter schools, why educators should think more about de-implementation, AI in education, and more.Dylan Wiliam is Emeritus Professor of Educational Assessment at University College London.Show Notes:Making Room for Impact: A De-implementation Guide for EducatorsThe Future of AI in Education: 13 Things We Can Do to Minimize the DamageCreating the Schools Our Children NeedInside the Black Box

Welcome to Aphantasia Experiments, the podcast where we explore the mysteries of the mind and the unexplained experiences of individuals. In today's episode, we delve into the intriguing world of intuitive kids and intuitive parenting. Our host, Robin, will guide us through the compelling journey of a mother, identified as Speaker A, as she navigates life with her highly sensitive and intuitive children. From dealing with epilepsy and medication struggles to embracing alternative healing methods and diving deep into the realm of psychic abilities, Speaker A shares her captivating experiences and insights. Join us as we explore the challenges and triumphs of raising intuitive children and uncover the extraordinary connections between intuition, health, and parenting.

How do you safely define 'peak humanity' and what would you consider its main characteristics? What ingredients make the education, reasoning, rationality, and creativity for an era of fulfilment for humanity; particularly when faced with dramatic and powerful tools such as AI? Dylan Wiliam is one of the best known educationalists in the world. He's dedicated his entire career to understanding how to ensure learner outcomes are achieved, especially through the study of formative assessment. Dylan is currently Emeritus Professor of Educational Assessment at the Institute of Education, University of London. He was previously Deputy Director of the Institute, and has held posts at King's College London and Princeton University. He earned his PhD from the University of London in 1993. We highly recommend one of his recent and many publications about preparing for AI: https://edarxiv.org/372vr/—-This Season is done in partnership with Salzburg Global Seminar. https://www.salzburgglobal.org/Please check out our partner's publication advocating for education transformation: https://www.diplomaticourier.com/issue/transformed-the-case-for-education-transformation—Transcript available at thelearningfuture.com

Assessment is a powerful tool in education which can influence the way in which students respond to teaching, and their overall learning experience.  Innovative technologies have also paved the way for alternative assessment formats, including video-based evaluations and interactive tools like VR.A research team from Singapore Management University conducted a meta-analysis of the existing research on this topic, revealing four growing groups of technology trends relating to learning environments and assessment.Read their original research :  https://ink.library.smu.edu.sg/sis_research/7595

Reflecting on ways to support underrepresented engineering undergraduate students participating in the NSF S-STEM grant highlights the value of human connection and appropriate mentorship. In this episode, Dr. Aidsa Santiago talks to us about the importance of designing effective educational experiences that directly relate to students needs, making learning more meaningful, and helping students increase their identity with engineering profession.Bio:Dr. Aidsa I. Santiago Roman currently holds a Full Professor position and is the Chair at the Department of Engineering Sciences and Materials, University of Puerto Rico at Mayagüez. Her research interests are in Outreach Initiatives, Curriculum and Course Development, Educational Assessment and Cognitive Learning, specifically with Hispanic students. She's also the advisor of the UPRM's ASEE Student Chapter. She has been recognized for her excellence in teaching and her leadership locally and nationally.

Today we explore the interconnections between Educational Assessment and Inclusive Education. My guests are Alison Milner and Ezequiel Gómez Caride. Alison Milner is an assistant professor in the Centre for Education Policy Research of the Department for Culture and Learning at Aalborg University in Denmark. Ezequiel Gómez Caride is an assistant professor at the School of Education at the University of San Andrés in Argentina. Together with Christian Ydesen, Tali Aderet-German and Youjin Ruan, they've recently co-written the book Educational Assessment and Inclusive Education: Paradoxes, Perspectives and Potentialities. https://freshedpodcast.com/milner-caride/ -- Get in touch! Twitter: @FreshEdpodcast Facebook: FreshEd Email: info@freshedpodcast.com Support FreshEd: www.freshedpodcast.com/donate

On this week's Education Gadfly Show podcast, Scott Marion of the National Center for the Improvement of Educational Assessment joins Mike Petrilli and David Griffith to discuss the challenges of implementing through-course assessments, which would roll up two or three tests during the school year into a final score for accountability purposes. Then, on the Research Minute, Adam Tyner tells us about a new meta-analysis that finds how schools spend money is more important than how much they spend.Recommended content:Through-year assessment: Ten key considerations —Nathan Dadey, Carla Evans, and Will Lorié“Through-year assessment: Are we asking too much?” —Catherine Gewertz“Through-year assessment: A unified solution to measure grade-level achievement and growth” —NWEAThe study that Adam reviewed on the Research Minute: Danielle Handel and Eric Hanushek, “U.S. School Finance: Resources and Outcomes,” NBER Working Paper (December 2022) Feedback Welcome:Have ideas for improving our podcast? Send them to our producer Nathaniel Grossman at ngrossman@fordhaminstitute.org.

Join our resident Business Ninja Andy together with Roe McFarlane, President and CEO of Americas at Inspera. Inspera supports your organization's entire assessment cycle. Plan, design, deliver and mark assessments seamlessly – onsite or remotely. Inspera is a cloud-based digital assessment platform enabling you to plan, author, deliver and mark assessments in one place.They are flexible, user-friendly platform, that facilitates a wide variety of assessment formats from live assessments, to continuously assessed coursework, portfolios or collections of artifacts, or individual high stakes time-constrained exams. All with the same familiar user interface for candidates and administrators. Build authentic assessments: formative or summative, open or closed book, on-site or remote. Inspera has the capability to enable flexible assessments with the integrity you require. Inspera allows candidates to demonstrate and improve their digital skills through assessment. Digital assessment simplifies student choice of questions, assessment types, or even absolute flexibility to decide what to submit in order to meet learning outcomes. Data from their assessments will allow you to optimize how you assess. Learn more about them and visit their website https://www.inspera.com/-----Do you want to be interviewed for your business?  Schedule time with us, and we'll create a podcast like this for your business:  https://www.WriteForMe.io/-----https://www.facebook.com/writeforme.iohttps://www.instagram.com/writeforme.io/https://twitter.com/writeformeiohttps://www.linkedin.com/company/writeforme/https://www.pinterest.com/andysteuer/Want to be interviewed on our Business Ninjas podcast? Schedule time with us now, and we'll make it happen right away! Check out WriteForMe, more than just a Content Agency! See the Faces Behind The Voices on our YouTube Channel!

During this episode of Why Change? co-hosts Rachael and Jeff check in about the change of seasons and plans for the end of the year. They discuss Jeff's interview with Dr. Jason White, Assistant Professor and Coordinator of the Arts Administration Minor in the Department of Art at Xavier University, about his new book on innovation and arts entrepreneurship. They discuss the role of applied creativity to combat racism in the arts and enabling social movements. In this episode you'll learn: About the role of arts education in facilitating conversations about racial justice; How arts entrepreneurship can apply to social change and movement building; and What ways arts and cultural education leaders can employ organizational attack to shift paradigms in their work. ABOUT DR. JASON C. WHITE: Dr. Jason C. White is Assistant Professor and Coordinator of the Arts Administration Minor in the Department of Art at Xavier University, where he prepares students for diverse careers in arts administration. His research centers on identifying best practices for innovation, entrepreneurship and organizational management in creative and cultural industries. An accomplished researcher, educator and scholar, White is a published author in Artivate: A Journal of Entrepreneurship in the Arts, Journal of Arts Entrepreneurship Education, Journal of Arts Management, Law and Society, Innovative Higher Education, and Arts Education Policy Review. In addition, White is the author of the book Innovation in the Arts: Concepts, Theories and Practices, a Routledge publication in the Global Creative Economy series. In 2022, White received a Wallace foundation funded research fellowship managed by the Social Science Research Council to conduct and contribute to a national study on Arts Organizations of Color. White is one of the co-creators of the Undergraduate Standards for Arts Administration Education (AAAE), and a founding member of the Society for Arts Entrepreneurship Education (SAEE). Artistically, White is best known as the playwright, co-actor and co-director of the multi-award nominated and NAACP award-winning educational play, The Dance: The History of American Minstrelsy. Prior to receiving his PhD in Arts Administration, Education and Policy from The Ohio State University, White earned a BFA in Acting from The California Institute of the Arts and attended The University of Akron; obtaining both a Master's degree in Arts Administration and a Master's degree in Educational Assessment and Evaluation. This episode was produced by executive producer, Jeff M. Poulin. The artwork is by Bridget Woodbury. Creative Generation's Digital Media Producer is Daniel Stanley. This podcasts' theme music is by Distant Cousins. For more information on this episode and Creative Generation please visit the episode's webpage and follow us on social media @Campaign4GenC --- Support this podcast: https://anchor.fm/whychange/support

John Kleeman is joined by assessment luminary, Dylan Wiliam, Emeritus Professor of Educational Assessment at University College London. Dylan's academic work is focused on the use of assessment to support learning. A leader in formative assessment, he explains that testing can go beyond just measuring a student's learning as it can also be used to improve it. Dylan also shares his thoughts on test validity, online learning and the college admissions testing controversy.

John Kleeman is joined by assessment luminary, Dylan Wiliam, Emeritus Professor of Educational Assessment at University College London. Dylan's academic work is focused on the use of assessment to support learning. A leader in formative assessment, he explains that testing can go beyond just measuring a student's learning as it can also be used to improve it. Dylan also shares his thoughts on test validity, online learning and the college admissions testing controversy.

Why are curiosity and creativity so relevant for all learning? Can curiosity in the classroom be measured? How can researchers and educators work together to develop teaching strategies that encourage children to embrace creativity?Nina Alonso welcomes Sarah Richardson and Sladana Krstic from the Australian Council for Educational Research (ACER) who have been conducting research in collaboration with International Baccalaureate (IB). They discuss partnering with teachers in the classroom to test prototype material with the ultimate aim of tracking and fostering creativity and curiosity among students.Nina also talks to educators in China, India and Australia about the importance of curiosity and creativity in the classroom. The educators discuss their roles in the research conducted by ACER and the development of the tools they are able to use to support their learners. Guests and resourcesInternational Baccalaureate (IB)IBO.orgIB TwitterIB FacebookLinkedInIB InstagramAustralian Council for Educational Research (ACER)ACER.org/auACER TwitterACER FacebookACER LinkedinHunter Valley Grammar School (Australia)WebpageMaree Karaka was at Hunter Valley at the time of recording and is now Education Officer - Gifted Education at the Catholic Schools Office.ISA International school Guangzhou, ChinaLinkedinIngrid DelangePathways school, IndiaWebpageMonica Bhimwal (Headteacher, Pathways School)Bombay International School (India)Bombay International SchoolAzmin MistryRead the summary of the ACER research and the full report.An additional study on behalf of the IBO about curiosity and creativity was conducted by Oxford University Centre for Educational Assessment and can be found here.Contacthttps://twitter.com/BOLD_insights https://twitter.com/VoicesTeachersListen to all episodes: https://bold.expert/teachers-voices/Newsletter: https://bold.expert/newsletter https://bold.expert Email: podcastteachersvoices@gmail.com  

Today I have the privilege of sharing with you a conversation that I had with the phenomenal Professor Dylan Willam. He is the author of several books including, most recently Inside the Black Box: Raising Standards Through Classroom Assessment. Dylan is Emeritus Professor of Educational Assessment at University College London. He has had a diverse and prolific career teaching in urban public schools, directed a large-scale testing program, served as a Dean of a School of Education, and pursued a research program focused on supporting teachers to develop their use of assessment in support of learning. In this conversation we talked about:  Why we need to raise achievement.  What formative assessment is and isn't.  The power of Teacher Learning Communities, and  Why the same assessment instrument cannot serve multiple purposes.  I hope that you get as much out of our discussion as I did.  You can find out about Dylan's work here:  Website Twitter  Youtube   The Art of Teaching Podcast resources:  Facebook Group: https://www.facebook.com/groups/artofteaching Here is the link to the show notes: https://theartofteachingpodcast.com/ Instagram: https://www.instagram.com/theartofteachingpodcast/

Coach Jenny sits down for round 2 with Team Strong Girls coach and newest franchisee owner Jordanna Nativ who brings all the realness and rawness in an open conversation about falling off track in her fitness journey, reminding us that even the pros can lose focus. Jordanna shares her insight, guidance and tips based on her personal experience and reminds us of the crucial importance of one of our favourite catch phrases: Correct and Continue!   Important links:Check out Jordanna's first podcast interview with JennyFollow Jordanna on IGDownload Jordanna's Quick Start GuideWork with Jordanna 1:1, apply here  JOIN The YOUR BEST BODY PRIVATE COMMUNITY and for the Password say "Jenny invited me"JOIN The YOUR BEST BODY PROGRAM   If you enjoyed this episode, make sure and give us a five star rating  and leave us a review on iTunes, Podcast Addict, Podchaser and Castbox. STRONG Fitness Magazine Subscription Use discount code STRONGGIRLResourcesSTRONG Fitness MagazineSTRONG Fitness Magazine on IGTeam Strong GirlsCoach JVBFollow Jenny on social mediaInstagramFacebookYouTube  

There's a current crisis of confidence in exams and other methods of testing, but why? As Professor Mary Richardson tells us, there's no such thing as a perfect test, so how can public confidence be rebuilt? With results days coming up next month for students who sat the first in-person A level and GCSE exams since before the pandemic, and proposals by the government to put GCSE exams online from 2025, we discuss what changes might be possible to make sure the nation's assessments continually evolve to reflect high standards of learning. Full show notes and links: https://www.ucl.ac.uk/ioe/news/2022/jul/putting-educational-assessment-test-rftrw-s16e04

Deborah Netolicky talks with Professor Dylan Wiliam about his important work in formative assessment, as well as how classrooms and schools can create cultures of continuous improvement for all. Dylan is Emeritus Professor of Educational Assessment at University College London. In a varied career, he has taught in inner-city schools, directed a large-scale testing program, served a number of roles in university administration, including Dean of a School of Education, and pursued a research program focused on supporting teachers to develop their use of assessment in support of learning. His books include 'Embedded Formative Assessment', 'Leading Teacher Learning', and 'Creating the Schools our Children Need'. Want to know more? Dylan's website: dylanwiliam.org Join the conversation on social media. Dylan: @dylanwiliam on Twitter. Deb: @debsnet on Twitter and @theeeduflaneuse on Instagram. The Edu Salon: @theedusalon on Twitter and Instagram.

Rebuilding Public Confidence in Educational Assessment is the title of a forthcoming book by Dr. Mary Richardson, Professor of Educational Assessment at UCL's Faculty of Education and Society. As a researcher and academic, Dr. Richardon draws on her early experience as a struggling student to inform a deeply empathetic and relational approach to assessment reform. Listen to hear her thoughts on what is missing in the current public discourse around assessment and why that should matter to learning professionals everywhere. Further Resources: Order Rebuilding Public Confidence in Educational Assessment by Mary Richardson Follow Mary Richardson on Twitter (@miriched) Learn more about Beyond Multiple Choice (and register for our upcoming events exploring the future of assessment)

Express yourself fully and speak your truth!In this episode I have my girl Brittany Barcellos whom I met at an events workshop 2 years ago right before the pandemic shut down.How long have you had the fear of being seen? We talk about the attachment theory and how it has affected us as humans. We were raised thinking that we choose more for ourselves and as we get older we notice that we made certain choices because others wanted us to choose for them.Listen to this episode as we get detailed about the connection and disconnection from ourselves. IN THIS EPISODE, I TALK ABOUT:Are you playing small?Why are you hiding and is it a pattern?The attachment theory and the effect throughout life.Are you willing to be vulnerable and exposed? FOLLOW BRITTANY: INSTAGRAMFounder of LeadHer Helping Leaders LEAD THEMSELVES to the Life+Biz of their dreamsUnlocking more Freedom, Impact, & Abundance TOGETHER ​​ ✅  RESOURCES:Text: CREATE to 323-524-9857 to apply for my Get Up Girl Gang community If you enjoyed this episode, make sure and give us a five star rating  and leave us a review on iTunes, Podcast Addict, Podchaser and Castbox. ✅  LET'S CONNECT:The Get Up GirlInstagramFacebookMonthly online fitness academy 

Ludmila N. Praslova, Ph.D. (Industrial/Organizational Psychology) SHRM-SCP is the Director of Research and Professor with Graduate Programs in Industrial/Organizational Psychology at Vanguard University of Southern California. Her recent work is focused on supporting organizations in creating systems for inclusive thriving informed by an understanding of intersectional diversity. In addition to belonging, inclusion, and diversity, her areas of expertise include organizational effectiveness, organizational culture assessment and change, facilitating creativity and innovation, and training and training evaluation. Her peer-reviewed work was published in Industrial and Organizational Psychology: Perspectives on Science and Practice; Educational Assessment, Evaluation and Accountability, and Assessment Update. She is the editor of the upcoming book “Evidence-Based Organizational Practices for Diversity, Inclusion, Belonging and Equity” (Cambridge Scholars). https://www.linkedin.com/in/ludmila-praslova/

Prof. Dr. Liz Jackson discusses philosophy of education, what it is, how to do it, and its importance. Her latest award-winning book is BEYOND VIRTUE: THE POLITCS OF EDUCATING EMOTIONS published by Cambridge University Press in 2020.===Liz Jackson is Professor of International Education at the Education University of Hong Kong. She is also the former Director of the Comparative Education Research Centre and Past President of the Philosophy of Education Society of Australasia. Her recent books include Contesting Education and Identity in Hong Kong (2021), Beyond Virtue: The Politics of Educating Emotions (2020), Educational Assessment in Tanzania: A Sociocultural Perspective (2020), and Questioning Allegiance: Resituating Civic Education (2019).  ===YouTube:BEYOND VIRTUE S1E27; https://www.youtube.com/watch?v=ci9TQBy4Gy0&t=1333sPHILOSOPHY OF EDUCATION S1E14; https://www.youtube.com/watch?v=Sv9Yyef5uPQ&t=274s===BOOKS:Beyond Virtue: The Politics of Educating EmotionsContesting Education & Identity in Hong Kong Muslims and Islam in US Education Educational Assessment in Tanzania https://www.springer.com/gp/book/9789811599910What Comes After Postmodernism in Education Theory From ‘Aggressive Masculinity' to ‘Rape Culture': An Educational Philosophy and Theory Gender and Sexualities Reader ===SOCIAL MEDIA:Website;  https://www.lizjackson.orgTwitter; https://twitter.com/ProfLizJackson

Patrick is back! He and I will be hosting a bi-monthly show here on The Get Up Girl podcast. This episode is about how he and I create our individual annual plans at the beginning of the year and it can take us 1-2 months to get really clear on our visions. We both pick a word for the up and coming year and wear MyIntent.com bracelets sporting our word all year round and we never take off our bracelets. It's pretty cool to say we wear our words all year round. Listen in to see how we create our lives individually and how we create together as a couple too in order to choose a BIGGER and GRANDER life!  JOIN OUR COUPLE 1-DAY RETREAT! - CREATE WITH YOUR MATE on Sunday, March 27th 2022: in-person in the Los Angeles area. If you loved this episode with the two of us? Let us know! DM me on Instagram and let me know if you want more! What do you want us both to talk about?  IN THIS EPISODE, WE TALK ABOUT:How creating an Annual Plan yearly has been so helpful for us! How – seeing the difference before and after creating an Annual Plan for Patrick has been so helpful for him to build a bigger and better life for him and his family. Practice creating your goals over and over again. The first time you make your Annual Plan – it can feel overwhelming. You got this! Keep doing it!  CLASSES:In-person 1 DAY RETREATS are coming up in the Los Angeles, CA area!Friday, March 25th 2022: POWER PLAYERS “Elite Business 1 Day Retreat” Saturday, March 26th 2022: CREATE YOUR LIFE “Women's 1 Day Retreat to level up your life” Sunday, March 27th 2022: CREATE WITH YOUR MATE “Couples 1 Day Retreat to a magical relationship”   RESOURCES:Text: CREATE to 323-524-9857 to apply for my Get Up Girl Gang community If you enjoyed this episode, make sure and give us a five star rating  and leave us a review on iTunes, Podcast Addict, Podchaser and Castbox. Let's Connect:The Get Up GirlInstagramFacebookMonthly online fitness academy

Professor Jim Tognolini from the Centre for Educational Measurement and Assessment (CEMA), University of Sydney asserts that assessment is a central activity in all education and that its main function is to improve learning. He stresses that the teacher's voice and professional judgement are essential in this process. "Assessment is the professional judgement [of the teacher] based on an image of what the student knows and can and cannot do. [It is the] monitoring of that image along a developmental continuum over time." "We have to have confidence in assessment and our ability to do assessment well." "People equate data to NAPLAN or test scores. No! Data is things you observe [about students]. It is qualitative. It's quantitative." "We have to educate our communities [about assessment]. They have to understand that NAPLAN is just one more bit of information." "Our schools are swamped by evidence and data. We've got to have a way to think about it in a contextualised way." For information about CPL Podcast contributors, as well as Off Class episodes, Journal of Professional Learning articles and Centre for Professional Learning courses, please visit our website www.cpl.asn.au

To join the next Follow-Through Challenge If you enjoyed this episode, make sure and give us a five star rating  and leave us a review on iTunes, Podcast Addict, Podchaser and Castbox.  Sign up for the next DAC Bootcamp  Follow me on Social Media:Amy on IGAmy on Facebook  Resources:AmyLedin.comLean Bodies Consulting (LBC)LBC University  Amy Ledin Bio: The Co-Owner and Operator at Lean Bodies Consulting. Amy Ledin has been in the online wellness space for over a decade. Her coaching in this space has led to her passion in helping women build strong personal integrity. Fighting cancer for now close to 7 years, Amy loves sharing her mindset hacks and strategies that helped her through her fight to not just be a survivor, but an overcomer.

John Kleeman is joined by assessment luminary, Stephen Sireci, Professor in the Psychometrics Program and Director, Center for Educational Assessment at University of Massachusetts Amherst. His work is well known in the world of assessment. Steve shares how he got into assessment and discusses his research around validity, the five sources for validity evidence and his good practice advice.

John Kleeman is joined by assessment luminary, Stephen Sireci, Professor in the Psychometrics Program and Director, Center for Educational Assessment at University of Massachusetts Amherst. His work is well known in the world of assessment. Steve shares how he got into assessment and discusses his research around validity, the five sources for validity evidence and his good practice advice.

Prof. Dr. Liz Jackson reflects on her award-winning book Beyond Virtue: The Politics of Educating Emotions https://amzn.to/2SmOmEa published by Cambridge University Press in 2020.***Liz Jackson is Professor of International Education at the Education University of Hong Kong. She is also the former Director of the Comparative Education Research Centre and Past President of the Philosophy of Education Society of Australasia. Her recent books include Contesting Education and Identity in Hong Kong (2021), Beyond Virtue: The Politics of Educating Emotions (2020), Educational Assessment in Tanzania: A Sociocultural Perspective (2020), and Questioning Allegiance: Resituating Civic Education (2019).  SUPPORT THIS CHANNEL by purchasing your orders through our amazon affiliate links:Books by Prof. Liz Jackson:Beyond Virtue: The Politics of Educating Emotions https://amzn.to/2SmOmEaContesting Education & Identity in Hong Kong https://amzn.to/33lmhQ0Muslims and Islam in US Education https://amzn.to/3eqf87sEducational Assessment in Tanzania https://www.springer.com/gp/book/9789811599910What Comes After Postmodernism in Education Theory https://amzn.to/3elX7qAFrom ‘Aggressive Masculinity' to ‘Rape Culture': An Educational Philosophy and Theory Gender and Sexualities Reader https://amzn.to/3eppC6SWebsite; https://www.lizjackson.orgProf. Dr. Liz Jackson's Website https://www.lizjackson.orgSocial Media:Twitter; https://twitter.com/ProfLizJackson

Date recorded: October 14th, 2021 In this episode, you'll hear from three educators - at the primary, secondary, and post-secondary levels - about the challenges, changes, and lessons that they've observed in transitioning back to in-person learning. Guests: Mary Richardson | Professor of Educational Assessment at UCL Institute of Education Grahame Smart | Math, Science, and E-Learning Consultant Alexa Markarian | Assistant Principal at McClure Elementary School in Tulsa, Oklahoma

Dr. Martha Brown joins me for an honest conversation about how being trauma-informed can help us help our communities. Martha generously shares her personal stories and how that led her to restorative justice and now trauma-informed work. Grounded in indigenous practices, Restorative Justice practices are centered on relationships. Circles equalize power through a structured process for people to talk and listen to each other.   Martha literally wrote the book on Restorative Justice approaches in schools.  Check it out here.Now people in the field are moving toward a Trauma-informed Approach. Trauma is an event or series of events that exceeds a person's ability to cope. Trauma has long-lasting effects on a person's physical and psychological health. Martha breaks down these concepts for us and helps us understand the ongoing, lasting effects of trauma on people and our society. Having a high ACES score does not define us, but can help us understand each other. We talk about why nonprofits and community coalitions need to take a trauma-informed approach. It first has to start with those inside the organizations. Listen to learn more about being a trauma-informed organization. "If you want peace, work for justice."  Pope Paul VIMartha's BioDr. Martha A. Brown resides in Faribault, MN and is president of RJAE Consulting andauthor of Creating Restorative Schools: Setting Schools Up to Succeed, available at Living Justice Press. She is also the Trauma and Restorative Justice Specialist with Hamai Consulting, based in Palo Alto, CA. Dr. Brown received her Ph.D. in Curriculum and Instruction from Florida Atlantic University. Her dissertation focused on restorative justice in two Oakland middle schools.  For the past two years, Dr. Brown has taught a course in Circle Processes at Eastern Mennonite University's Summer Peacebuilding Institute and has recently facilitated an eight-week online Circle training course for faculty and staff at James Madison University Libraries. Dr. Brown has been Lead Instructor for Simon Fraser University's Continuing Studies Restorative Justice Certificate Program and was an adjunct professor at Florida Atlantic University, where she taught a course in Educational Assessment.Currently, she teaches and trains evaluators, organizations, and anyone else who is interested how to use the Circle process and incorporate trauma-informed practices.  In 2019, she taught an eStudy to evaluators through the American Evaluation ALike what you heard? Please like and share wherever you get your podcasts! Connect with Ann: Community Evaluation Solutions How Ann can help: · Support the evaluation capacity of your coalition or community-based organization. · Help you create a strategic plan that doesn't stress you and your group out, doesn't take all year to design, and is actionable. · Engage your group in equitable discussions about difficult conversations. · Facilitate a workshop to plan for action and get your group moving. · Create a workshop that energizes and excites your group for action. · Speak at your conference or event. Have a question or want to know more? Book a call with Ann .Be sure and check out our updated resource page! Let us know what was helpful. Community Possibilities is Produced by Zach Price Music by Zach Price: Zachpricet@gmail.com

Why is it that sometimes even the most rudimentary tasks seem hard?How can we convince ourselves and others to improve our teaching, will it take a revolution or something more practical, and what happens if we imagine “what would make this easy”?In this episode Louka speaks with Dr Karen Edge about school leadership and school improvement strategies. She is known for her ability to blend theory and evidence-based strategy with practical insights and humour.Dr Karen Edge is a researcher, leader and author and is currently a Reader in Educational Leadership at UCL Institute of Education and recently served as Pro-Vice Provost (International) at University College London, UK. She has conducted research in over 30 countries including a 6 jurisdiction study of teacher motivation and retention.Karen's Global City Leaders Project worked with Generation X school leaders in London, New York City and Toronto to understand more about their work, lives and ambitions. Karen is also preparing two books on Generation X leader and City-based education policy contexts and the influence on school leaders.Karen's PhD focussed on knowledge management and educational reform at the Ontario Institute Education/University of Toronto.She sits on ESRC (UK), Danish and Swiss National Research Review Panels and the Advisory Panel for International School Leadership Principals [http://internationalschoolleadership.com/] in Ontario.She is Past Editor-in-Chief of Educational Assessment, Evaluation and Accountability (EAEA) and a current Editorial Board Member for EAEA, School Leadership and Management and Leadership and Policy in Schools.

An NAGC show with co editor of the GIfted Child Quarterly,Dr. Jill Adelson who is joined by University of Wisconsin-Whitewater professor of Educational Assessment, Dr Scott Peters We always appreciate feedback or suggestions . Write to 'larry@ace-ed.org ' You'll enjoy visiting www.ace-ed.org where the online journal "Equity & Access PreK12 ' lives, home website of The American Consortium for Equity in Education. Lots of information there and and its where all our podcasts are archived. All FREE for you.  

An NAGC show with co editor of the GIfted Child Quarterly,Dr. Jill Adelson who is joined by University of Wisconsin-Whitewater professor of Educational Assessment, Dr Scott Peters We always appreciate feedback or suggestions . Write to 'larry@ace-ed.org ' You'll enjoy visiting www.ace-ed.org where the online journal "Equity & Access PreK12 ' lives, home website of The American Consortium for Equity in Education. Lots of information there and and its where all our podcasts are archived. All FREE for you.  

Esta semana en Planeta Educativo, conversamos sobre el rol que juegan los lideres escolares según distintos modelos de reforma, a partir del artículo de Frank Papa Jr. sobre rotación directiva y el de Sherry Ganon-Shilon y Chen Schechter sobre "sensemaking" en directivos. Discutimos cómo los líderes “hacen sentido” de las exigencias contradictorias de la implementación de reformas en educación. Además, hablamos de la vida en cuarentena a un año de la pandemia y “Justicia para Denali” en Drag Race.   Referencias del capítulo Papa, F. (2007). Why Do Principals Change Schools? A Multivariate Analysis of Principal Retention. Leadership and Policy in Schools, 6(3), 267-290, https://doi.org/10.1080/15700760701263725  Ganon-Shilon, S., & Schechter, C. (2017). Making sense while steering through the fog: Principals' metaphors within a national reform implementation. Education Policy Analysis Archives, 25(105) http://dx.doi.org/10.14507/epaa.25.2942  Hofflinger, A., & von Hippel, P. T. (2020). Missing children: how Chilean schools evaded accountability by having low-performing students miss high-stakes tests. Educational Assessment, Evaluation and Accountability, 32(2), 127–152. https://doi.org/10.1007/s11092-020-09318-8 

Listen in as Professor Torres Rivera details how she endured an abusive marriage and devastating divorce to become a Professor of Statistics with in the College University Of New York system.This story is especially inspiring because she is a Latina woman succeeding in the academic world subject area mostly dominated by men. In this episode of AttorneyKnowsBest.com, Professor Torres Rivera explains the difficulties she faced when her abusive marriage ended. She goes in depth sharing her marriage experience, resulting divorce and the strength it took to restart her life.With the help of her faith community, friends, and belief in God, Professor Torres Rivera was able to lift herself up and start anew. Professor Torres Rivera's accomplishments include but are not limited to: University Academic Appointments 2012-Present Lecturer of Mathematics; Stella and Charles Guttman Community College at City University of New York 2011-Present Adjunct Lecturer; Hunter College School of Education at City University of New York Publications Fuller, K. S., & Torres Rivera, C. (2021). A Culturally Responsive Curricular Revision to Improve Engagement and Learning in an Undergraduate Microbiology Lab Course. Frontiers in Microbiology, 11, 3501. https://doi.org/10.3389/fmicb.2020.577852 Torres Rivera, C. (2020). Coding. In A.R. Tyner-Mulling, M. Gatta, & R. Coughlin (Eds.), Ethnographies of Work. https://cuny.manifoldapp.org/projects/ethnographies-of-work Bonner, S. M., Torres Rivera, C., & Chen, P. P. (2018). Standards and assessment: coherence from the teacher's perspective. Educational Assessment, Evaluation, and Accountability, 30(1), 71-92. https://doi.org/10.1007/s11092-017-9272-2 Stats with Torres YouTube Channel https://www.youtube.com/channel/UCjvZZOpxkXFg2bIYV6Ugy3A Important Links University of the People https://www.uopeople.edu City University of New York Admissions https://www.cuny.edu/admissions/apply-to-cuny/ American Association of University Women https://www.aauw.org National Women's Law Center https://act.nwlc.org Non-traditional Employment for Women https://www.new-nyc.org/ Bible Study Fellowship International https://www.bsfinternational.org/ --- This episode is sponsored by · Anchor: The easiest way to make a podcast. https://anchor.fm/app --- Send in a voice message: https://anchor.fm/attorneyknowsbest/message Support this podcast: https://anchor.fm/attorneyknowsbest/support

Beginning In 2007, Columbia University’s Vagelos College of Physicians & Surgeons (VP&S) began to radically rethink their curriculum and assessment strategies for first and second year medical students. In today’s episode, we speak with Jonathan (Yoni) Amiel, Interim Co-Vice Dean for Education and Senior Associate Dean for Curricular Affairs at VP&S, and Aubrie Swan Sein, Director of the Center for Education Research and Evaluation and Associate Professor of Educational Assessment at Columbia University Irving Medical Center. Jonathan and Aubrie discuss the changes they have implemented and the dead ideas they have encountered— especially around assessment—and how things have turned out thus far. Learn more at ctl.columbia.edu/podcast.

Today, we are communicating with Dr. Dylan Wiliam. Dr. Dylan Wiliam is Emeritus Professor of Educational Assessment at University College London. In a varied career, he has taught in inner-city schools, directed a large-scale testing programme, served a number of roles in university administration, including Dean of a School of Education, and pursued a research programme focused on supporting teachers to develop their use of assessment in support of learning. More videos on the topic Education in Creative Society https://www.youtube.com/playlist?list... About Creative Society project https://allatraunites.com #allatraunites #creativesociety #education

In conversation with Mr. Shad Moarif - who in 1986 established Pakistan's first centre for Remedial Education and Assessment of Dyslexics( READ, Karachi) and introduced the practice of Educational Assessment & extensive clinical diagnostics to identify Language Learning difficulties. It helped parents understand there were reasons why their children were displaying behavioural difficulties. He combined his knowledge of psychology, learning difficulties & learning theories to explain them. Between 1998 and now Mr. Moarif has practised in Canada, lived in France, served as Vice-President, International Dyslexia Association, until Karismath took him to Switzerland in 2009. He finally settled in London after I re-married in 2010. Have conducted training workshops and seminars on Education & keynoted in several international Conferences on Education in Canada, USA, UK, Singapore, Kenya, Bangladesh and Pakistan. His commitment to educating rural populations came from the realization that they would benefit from remedial approaches to learning. It meant using highly specialised knowledge, skills and instructional design to make learning easy for them. Shad Moarif Social Media Handles Twitter: @ShadMoarif Facebook: Karismath, Shad and Shad's Blogs Linked-In Karismath Website: www.karismath.com In this podcast we talk about : - The journey from Banking to serving the community - The birth of Karismath, modulation & hurdles - Teaching & Empathy - Urban Vs Rural mindset

Dr Fatma Al Hajri explains behavioural insights, or 'nudge' science, and the exciting new developments planned in Oman. The world's first 'Nudge Unit' was established in the UK in 2010 and its expansion to Oman means facing novel endeavours and targeting different behaviours.Fatma has a PhD in Educational Assessment and Evaluation from the University of Edinburgh (in 2013). She is currently the Head of the Steering Committee of Behavioural Economics in Oman and works in Petroleum Development Oman as an In Country Value Assurance Lead. Fatma has been a member of Oman Vision 2040 and has been working for the Ministry of Higher Education in several positions from Assistant Professor in foundation programmes to the Manager of Market Research Unit. She has published a number of articles in international educational journals. _________Anglo Omani Society accounts:Instagram: angloomanisocietyLinkedin: The Anglo-Omani SocietyTwitter: @AngloOmaniSOCFacebook: The Anglo-Omani Society

We are continuing our new series "How to help your child with CVI".  Todays podcast will focus on Educational Assessment.  As with last weeks podcast, you will hear from Dr. Mary Zatta.  She will be discussing the importance of Education Assessments, and then we will hear from parents who will share their experiences in this area.  

With exams disrupted by the Covid-19 pandemic, this online discussion sizes up the task of securing robust and fair assessment for the class of 2020, and possibly future years. For some years, education policy has moved away from teacher assessment in judging pupils' attainment, especially in relation to the main ‘school-leaving' exams: GCSEs and A-levels. On the face of it, the Covid-19 outbreak has prompted a sharp reversal in that trend, at least for the ‘class of 2020'. Meanwhile, practical assessment for vocational and technical qualifications has been equally disrupted by the current public health measures. The task of securing robust and fair assessment is a considerable one under any circumstances. We wanted to take stock of the different approach and procedures for awarding qualifications this time around – the issues they raise and what we might learn for future years. Issues for discussion include: Why policy had previously moved away from teacher assessment. The pros and cons of teacher assessment and how it is being deployed this year. The specific issues facing vocational and technical awarding. Considerations for the 2021 cohort of exam takers. What might – or should – change for assessment in future years as a result of the Covid-19 disruptions. Speakers include: Dr Sandra Leaton Gray (Chair), Associate Professor of Education at UCL Institute of Education (IOE) Dr Tina Isaacs, Honorary Associate Professor in Educational Assessment at the IOE Dr Mary Richardson, Associate Professor of Education at the IOE You can also watch a video version and find out more info here: www.ucl.ac.uk/ioe/events/2020/ma…lass-2020-and-2021 Recorded on 18 May 2020, 3:30 pm–4:10 pm

This week I am back in the interviewers chair to have a natter with 2 titans of education namely: Paul A. Kirschner is Emeritus Professor of Educational Psychology at the Open University of the Netherlands as well as Guest Professor at the Thomas More University of Applied Science in Belgium. Carl Hendrick teaches at Wellington College, UK, and holds a PhD in Education from King’s College London. We are discussing their new book 'How Learning Happens- Seminal Works in Educational Psychology and what they mean in practice' . Here is Carl's introduction to the book:   "Almost two years ago, I was asked by Professor Paul Kirschner to write a book with him. The original title was ‘Standing on the Shoulders of Giants’ and the basic premise was to discuss what we felt were the foundational works in education psychology and present them to educators in a way that would hopefully inform their practice. To be asked by someone of Paul’s stature was a huge honour for me and I really enjoyed reading through almost 100 years of the best evidence on learning and the weekly meetings over Skype talking about the book (and football). The chapters are divided into six sections. In the first section we describe how our brains work and what that means for learning and teaching. This is followed by sections on the prerequisites for learning, how learning can be supported, teacher activities, and learning in context. When we got near the end of the book we thought it would be good to provide some cautionary tales so in the final section we discuss what can only be described as educational Novichok in a chapter called ‘The Seven Deadly Sins of Education’ which you can download for free here." It comes highly recommended! “So often I’ve been asked to recommend a starting text for educators interested in the workings of the mind―now I have one. The text Kirschner and Hendrick offer alongside each seminal article does a wonderful job of situating the content in the broader scientific context, and in the classroom.” – Daniel Willingham, Professor of Psychology and Director of Graduate Studies, University of Virginia “As the volume of research into psychology and education grows, it becomes ever harder for researchers, let alone teachers, to keep up with the latest findings. Moreover, striking results often turn out to be difficult, or impossible to replicate. What teachers need, therefore, is good guidance about research that has stood the test of time, and practical guidance about how these well-established findings might be used to inform teaching practice, and this is why this is such an extraordinary, wonderful and important book. Paul Kirschner and Carl Hendrick have selected the most important research publications in the psychology of education, and, for each publication, they have provided a summary of the research, the main conclusions, and a series of practical suggestions for how the findings might inform teaching practice. I know of no other book that provides such a rigorous, accessible and practical summary of the last fifty years of research in educational psychology, and anyone who wants to understand how research can improve teaching needs to read this book. Highly recommended.” – Dylan Wiliam, Emeritus Professor of Educational Assessment, University College London We also have Podcast pedagogy with The Strokes, Tiger King and Ulysses! --- Send in a voice message: https://anchor.fm/naylorsnatter/message

In this episode, ASCL General Secretary Geoff Barton talks to: • Anne Heavey, National director, Whole School SEND on the future of special needs provision • Dylan Wiliam, Emeritus Professor of Educational Assessment, UCL/IoE on research and teacher expertise • Jonathan Simons is a Director Education at Public First on what we need to do to make a socially-just education system • Rachael Warwick, Executive Head, Ridgeway Education Trust & ASCL President on reflections on ASCL national conference 2020

This 2019 Oxford University Centre for Educational Assessment lecture is delivered by Professor Nancy Perry. She is the Dorothy Lam Chair in Special Education and Professor of Educational and Counselling Psychology and Special Education at the University of British Columbia (UBC), Canada. The talk is followed by a discussion led by OUCEA Director Associate Professor Therese N. Hopfenbeck. Self-regulated Learning (SRL) describes proactive and productive approaches to learning that enable learners to respond flexibly and adaptively to meet personal and social learning goals. Efforts to support students' SRL pair well with 21st Century learning goals and 'assessment for learning' (AfL) goals. In this talk, Prof Perry describes research that both advances knowledge and improves practice concerning SRL. Specifically, she discusses collaborations with primary school teachers to design and implement curriculum-linked, formative assessments that prompt and assess children's use of SRL processes.

This 2019 Oxford University Centre for Educational Assessment lecture is delivered by Professor Nancy Perry. She is the Dorothy Lam Chair in Special Education and Professor of Educational and Counselling Psychology and Special Education at the University of British Columbia (UBC), Canada. The talk is followed by a discussion led by OUCEA Director Associate Professor Therese N. Hopfenbeck. Self-regulated Learning (SRL) describes proactive and productive approaches to learning that enable learners to respond flexibly and adaptively to meet personal and social learning goals. Efforts to support students' SRL pair well with 21st Century learning goals and 'assessment for learning' (AfL) goals. In this talk, Prof Perry describes research that both advances knowledge and improves practice concerning SRL. Specifically, she discusses collaborations with primary school teachers to design and implement curriculum-linked, formative assessments that prompt and assess children's use of SRL processes.

Our guest today is Dylan Wiliam – Emeritus Professor of Educational Assessment at University College London. He’s a former school teacher, over the last 15 years his academic career has been focused on the use of assessment to support learning, and he now works with teachers all over the world on developing formative assessment practice. We caught up with him in Melbourne to talk about effective questioning in the classroom. Over the next 20 minutes, he’ll be explaining what’s wrong with the traditional teacher approach of ‘I’ll ask a question and you put your hands up to answer’, sharing a classroom display technique called ‘the parking lot’, and describing how to plan your lesson around checkpoints that he calls ‘hinge questions’.

There is now a large and growing evidence base that helping teachers develop their use of minute-to-minute and day-by-day assessment is one of, if not the most powerful ways to improve student learning. In this episode, Sarah Gilmore interviews Dylan Wiliam about why and how  assessment for learning, or formative assessment works. Dylan is Emeritus Professor of Educational Assessment at University College London. After a first degree in mathematics and physics, and one year teaching in a private school, he taught in inner-city schools in London for seven years. From 1996 to 2001 he was the Dean of the School of Education at King’s, and from 2001 to 2003, Assistant Principal of the College. In 2003 he moved to the USA, as Senior Research Director at the Educational Testing Service in Princeton, NJ. From 2006 to 2010 he was Deputy Director of the Institute of Education, University of London. Over the last 15 years, his academic work has focused on the use of assessment to support learning (sometimes called formative assessment). He now works with groups of teachers all over the world on developing formative assessment practices. To learn more about Dylan you can visit his website or follow him on Twitter, and to find out more about the Teacher Learning Communities project discussed in this episode, you can visit the Dylan Wiliam Center website. You can also follow us on Twitter to keep up to date with news and exciting opportunities to work with fantastic educators like Dylan!

Dr Joshua McGrane, Department of Education, gives a talk for the public seminar series hosted by the Oxford University Centre for Educational Assessment

OPEN BADGING AND THE FUTURE OF EDUCATIONAL ASSESSMENT :My opening guest for the year is Wayne Skipper, the founder of  Concentric Sky  on the future of education credentials and assessment

OPEN BADGING AND THE FUTURE OF EDUCATIONAL ASSESSMENT :My opening guest for the year is Wayne Skipper, the founder of  Concentric Sky  on the future of education credentials and assessment

In this podcast, listeners will learn more about what a psycho-educational assessment is and how it may help someone who has ADHD or other disabilities that affect learning. Listeners are provided with information about what to expect when obtaining a psycho-educational assessment and tips on how to get the most out of the assessment process.

Professor Jo-Anne Baird, Department of Education, gives a talk for the Department of Education Seminar series on 19th October 2015. Co-written by Professor David Andrich. Introduced by Dr Therese Hopfenbeck. Educational assessments define what it means to have learned and therefore have a huge impact upon teaching and learning. However, there is remarkably little connection between research and theory on learning and on educational assessment. Given the voluminous assessment that takes place annually in systematic ways in most nations it is surprising that more has not been gained from assessments in the development of theories of learning and vice versa. In this presentation, we look at the relationship between learning and assessment, consider theories of learning and theories of assessment and draw the conclusion that they should be developing more closely if assessment is in service of the goals of education. We consider fundamental aspects of assessment theory, such as constructs (what is being assessed), unidimensionality, invariance and quantifiability. We distinguish educational assessment from psychological assessment. The impact of high-stakes tests for teaching and learning is normally considered in the literature. We show how less traditional cases of international tests affect student learning. The main message is that assessment’s effects upon teaching and learning need to be at the forefront to a larger extent in assessment research and practice to ensure systemic validity.

Professor Jo-Anne Baird, Department of Education, gives a talk for the Department of Education Seminar series on 19th October 2015. Co-written by Professor David Andrich. Introduced by Dr Therese Hopfenbeck. Educational assessments define what it means to have learned and therefore have a huge impact upon teaching and learning. However, there is remarkably little connection between research and theory on learning and on educational assessment. Given the voluminous assessment that takes place annually in systematic ways in most nations it is surprising that more has not been gained from assessments in the development of theories of learning and vice versa. In this presentation, we look at the relationship between learning and assessment, consider theories of learning and theories of assessment and draw the conclusion that they should be developing more closely if assessment is in service of the goals of education. We consider fundamental aspects of assessment theory, such as constructs (what is being assessed), unidimensionality, invariance and quantifiability. We distinguish educational assessment from psychological assessment. The impact of high-stakes tests for teaching and learning is normally considered in the literature. We show how less traditional cases of international tests affect student learning. The main message is that assessment’s effects upon teaching and learning need to be at the forefront to a larger extent in assessment research and practice to ensure systemic validity.

Dr Richard Liu challenges our expectations of assessment through the application of multimodality.

Dr Scott Elliot , president of SEG Measurement 9www.segmeasurement.com) , joins us for an interesting discussion of assessment trends today