Insights from the Cambridge Assessment Network conference 2024
The Cambridge Assessment Network conference delved into the dynamic landscape of digital assessment, exploring its opportunities and challenges while prompting attendees to envision its future trajectory. Sarah Hughes, Research and Thought Leadership Lead at Cambridge University Press & Assessment, alongside Imogen Casebourne, Innovation Research Lead at DEFI Innovation Lab, University of Cambridge, shared their research, forecasting potential directions for assessment. They outlined four key drivers propelling change: climate change, AI-driven personalised learning, immersive assessment experiences, and the promotion of human flourishing and well-being.
The implications for assessment professionals are profound, necessitating the fusion of learning and assessment with digital technologies while upholding the integrity and quality of future assessments. By projecting forward from the envisioned landscape of 2050 to the present day, participants were encouraged to identify actionable steps to steer assessment towards a positive future.
Artificial Intelligence (AI) is revolutionising assessment methodologies, from personalised feedback mechanisms to innovative automated grading systems. In her keynote address, Morgan Dee, Director of AI & Data Science at EDUCATE Ventures Research, dissected the practical implications and ethical considerations surrounding AI's integration into assessment practices, both presently and in the future.
Exploration of AI's role in assessment design and delivery shed light on its impact on assessment's objectives, as well as its implications for understanding and managing plagiarism. Insights were shared on leveraging Large Language Models for item development, particularly in crafting questions for multiple-choice examinations. The indispensable role of human expertise was highlighted in refining AI outputs to ensure the validity and effectiveness of assessments.
The conference also delved into themes of equality, equity, and diversity, challenging participants to consider whether the evolving landscape of assessment is truly fair and just. The future prioritisation of skills were discussed, with practical strategies for fostering graduate development being presented. Proposals such as ePortfolios and diverse assessment formats were put forth as means to bolster a holistic co-curricular approach to assessment.
The conference provided an excellent opportunity to stay up to date on assessment trends, explore practical solutions, and network with other members of the assessment community.
Reflections by Emily Ross and Barbara Hughes.
The implications for assessment professionals are profound, necessitating the fusion of learning and assessment with digital technologies while upholding the integrity and quality of future assessments. By projecting forward from the envisioned landscape of 2050 to the present day, participants were encouraged to identify actionable steps to steer assessment towards a positive future.
Artificial Intelligence (AI) is revolutionising assessment methodologies, from personalised feedback mechanisms to innovative automated grading systems. In her keynote address, Morgan Dee, Director of AI & Data Science at EDUCATE Ventures Research, dissected the practical implications and ethical considerations surrounding AI's integration into assessment practices, both presently and in the future.
Exploration of AI's role in assessment design and delivery shed light on its impact on assessment's objectives, as well as its implications for understanding and managing plagiarism. Insights were shared on leveraging Large Language Models for item development, particularly in crafting questions for multiple-choice examinations. The indispensable role of human expertise was highlighted in refining AI outputs to ensure the validity and effectiveness of assessments.
The conference also delved into themes of equality, equity, and diversity, challenging participants to consider whether the evolving landscape of assessment is truly fair and just. The future prioritisation of skills were discussed, with practical strategies for fostering graduate development being presented. Proposals such as ePortfolios and diverse assessment formats were put forth as means to bolster a holistic co-curricular approach to assessment.
The conference provided an excellent opportunity to stay up to date on assessment trends, explore practical solutions, and network with other members of the assessment community.
Reflections by Emily Ross and Barbara Hughes.
