PROFESSOR JO-ANNE BAIRD
Jo-Anne Baird is Director of the Oxford University Centre for Educational Assessment. Her research interests include examination standards, policy and systemic aspects of assessment, e-assessment and human judgment in assessment. Jo-Anne is actively involved in the development of many assessment policies and practices, including some of the following roles in recent years: Member of PISA 2018 Global Competency Framework Advisory Group, Member of an OECD Technical Review Panel, Guideline Reviewer for International Test Commission, UK Department for Children Schools and Families Independent Advisor to the Expert Group, Member of the UK Department for Children Schools and Families 14-19 Expert Group, Member of the Single Level Test Evaluation Group, National Assessment Agency Independent Advisor on national curriculum standard setting, Chair of the Ofqual Technical Advisory Group for their research programme on examination reliability. She is an Editor of the international research journals Assessment in Education: Principles, policy and practiceand Oxford Review of Education.She co-edited Techniques for monitoring the comparability of examinations.
PROFESSOR RAYMOND PECHEONE
Ray Pecheone is a Professor of Practice at Stanford University and the founder and Executive Director of the Stanford Center for Assessment Learning, and Equity (SCALE), which focuses on (a) the development of performance assessments for students, teachers and administrators at the school, district and state levels and (b) the development of innovative performance-based system focusing on the development of assessment tasks “For and As learning” to support the development of the next generation of formative and summative assessments aligned to Common Core Standards (CCS). SCALE provides comprehensive supports for standards based teaching and learning and is built around the development of interactive assessment and multimedia instructional tools to support college and career readiness.
DR ANNE DAVIES
As a noted international authority on assessment for learning, Anne Davies’ mission is to prepare all learners for their future using assessment for learning. Her passion is to support education systems, districts, and schools as they seek to learn and improve using assessment in the service of learning. She applies her expert knowledge of developing quality classroom and leadership assessment practices in her continued genuine care and commitment to support educators in the important difference they make every day toward increasing the possibilities of learning for all students. She led the Canadian team as they organized and then hosted the International Symposium on Assessment for Learning and the pan-Canadian Symposium on Assessment for Learning in Fredericton, NB, in April, 2014. Anne is the author and co-author of more than 30 books and multimedia resources, as well as numerous chapters and articles including the best-seller, Leading the Way to Assessment for Learning: A Practical Guide and the just released, A Fresh Look at Grading and Reporting in High Schools.
PROFESSOR PETER TYMMS
After taking a degree from Cambridge University in Natural Sciences Peter Tymms taught in a wide variety of schools from Central Africa to the north-east of England before starting an academic career.
He was “Lecturer in Performance Indicators” at Moray House, Edinburgh before moving to Newcastle University and then to Durham University where he is presently Professor of Education.
He is an adviser to the German NEPS project, led the start of the Online Educational Research Journal and started the PIPS project
His main research interests include monitoring, assessment, performance indicators, ADHD, reading and research methodology. The PIPS project, which is designed to monitor the affective and cognitive progress of children through primary schools starting with a computer adaptive on-entry baseline assessment. Peter Tymms was Director of the CEM Centre until 2011 when he took over as Head of Department and Chair of the Board of Studies in the School of Education. At present he is devoting his time to setting up an international project designed to study children starting school around the world. The project is known as iPIPS .
ASSOC PROFESSOR KELVIN TAN
Kelvin Tan is an Associate Professor of Practice in the Curriculum, Teaching and Learning Academic Group, National Institute of Education. His teaching and research focus on formative assessment, student self-assessment, reflection and meritocracy. He was initially trained as a lawyer, and this has conditioned his pedagogy which emphasises evidence based inquiry, precise identification of issues and argumentation from, and with, his students. Amongst others, the teaching and thinking of David Boud, Sir Alex Ferguson and Oliver Jeffers have influenced his work. Whilst much of his work is grounded in the implications and implementations of formative assessment in schools, he is increasingly drawn to examples of formative assessment practice and leadership in non-educational contexts. The application of assessment for learning and leadership principles in the contrasting approaches of David Moyes and Louis Van Gaal currently occupy his thoughts and reflection.
DR JAN KEIGHTLEY
Dr Jan Keightley is the Head of the School of Education in the University of Adelaide. Dr Keightley has had wide and varied experience in secondary and higher education starting as a classroom teacher and then working in curriculum development and evaluation, policy development, strategic planning, assessment, certification and reporting. She has worked at senior executive levels in state and federal departments as well as in the Cabinet Office of the State government.