• A comparability study using a rank-ordering methodology at syllabus level between examination boards
• A critical analysis of the NAPLAN spelling test
• A new role for item aficionados in high-stakes testing programs
• A study on the impact of using drama-in-curriculum programme on students' oral competence and confidence
• Abolishing marksism, rescuing validity
• Accreditation and certification issues in Nigerian schools
• Adjustments and accommodations in assessment that counts: Needed creativity in considerations of equity
• An integrated approach to assessment in the context of English as a Foreign Language Learning: Perspectives from a case study of one Chinese university
• Annotating essays on-screen: The influence of reading environment on annotative practice and assessor comprehension building
• Assessing authentic learning using performance tasks: Experience at Crescent Girls' School
• Assessing reflective thinking in a school-based project work programme
• Assessing the instrument
• Assessment and intervention in vocational schools in the Arab sector in Israel
• Assessment dilemmas when “21st century” learning approaches shift students into unfamiliar terrain
• Assessment for classroom learning and action: A framework for planning a school improvement program
• Assessment on creative specialties
• Assessment: impact and consequences – exploring a children’s rights perspective
• Authentic assessment in nursing education: Something borrowed something new
• Basic cognitive functions underlying mathematical achievements and quantitative ability
• Conceptualising an assessment for gifted students – how can we assess creativity?
• Connecting and empowering teachers through assessment
• Contributing for an innovative school assessment: The school auto-evaluation
• Creating behavioural change through workplace assessment?
• Data rich, information poor: Creative and innovative approaches to item-level results analysis to support teaching and learning
• Design and implementation of assessment report for NCRE level one
• Designing an intelligent question-generating information system (IQDIS)
• Developing an E-assessment environment for the 21st century
• Developing authentic achievement for disengaged young people using an electronic portfolio system
• Developing engaged learners among secondary one students through RI3CH TASKS
• Dimensions of monitoring and accreditation of schools for public examinations
• Educating nurses: promoting learning through evaluation
• Examinable english: reconciling the cultural-intercultural in the international assessment of english
• Formative assessment in the Queensland system: Teacher practices
• Formative assessment: Can the claims for effectiveness be substantiated?
• Harnessing technology to create more holistic assessment and reporting information
• Hey teachers! Listen to how your students adjudge you as effective
• How can a report card facilitate assessment for learning?
• Impacts and challenges of ICT in WAEC assessment practices
• Improving feedback in english language assessment:The critical role of the learner
• Improving marking quality in essays - can technology help?
• Improving teachers' assessment literacy through professional development
• Indonesian achievement scores for TIMSS 2003: Effects of changing the score estimation model
• Integrated assessment - How it works
• Intention, interpretation and implementation: Some paradoxes of Assessment for Learning across educational contexts
• Introducing and assessing employability skills in apprenticeships: a clash of agendas
• Introducing the Hong Kong diploma of secondary education examination
• Investigating reliability and validity in rating scripts for standardisation purposes in onscreen marking
• Keeping formative assessment creative
• Lessons from TIMSS-2007 for Gulf states
• Maintaining standards in the national senior certificate examinations
• Maplenima – formative assessment to shape student belief and practice in creative behaviour
• Marking essays on-screen and on paper: Investigating the impact of mode
• Mathematics, language and tests: Conflicts and challenges
• Measuring instructional "added-value" through assessments
• Meeting the challenges of quality assurance and accountability in the new National Curriculum Statement (NCS) at grade 12- level in South Africa
• Methods to evaluate educational quality and improvement in China
• Mind shift: creating change through assessment
• Modeling achievement in South Africa using international achievement data: The effect of curriculum-fit
• Monitoring of learning achievement (MLA) for senior secondary class three students in Nigeria
• NAPLAN TESTING – is it testing what it claims to test?
• National standards in literacy in New Zealand: To what extent are they evidence-based or theory based?
• Onscreen testing and online marking technology
• Optional subjects in the Matura exam: Are candidates who select science subjects higher achievers?
• Prediction of study success - should selection instruments measure cognitive or non-cognitive factors?
• Project e-scape: creative performance .. creative assessment
• Quality assurance and accountability in school-based assessments in Nigeria
• Reading for the new ERA: Assessing reading in a digital environment
• Rethinking educational assessment for the early years
• Rethinking quality assessment for 21st century learning: How students use and create knowledge online
• Searching for the needle in a haystack
• Secondary analyis of performances in reading literacy from early school grades to university
• Self Assessment and autonomous learning
• Standardizing continuous assessment through teacher collaboration
• Student engagement and the impact on employability: A creative contribution of competence-based assessment in Malaysian secondary schools
• Successful national english proficiency testing systems in Mainland China and Taiwan
• Teacher assessment practices, perceptions and needs in South African schools
• Technical strategy for assessment bodies – approaches to developing flexible, long term architectures to underpin assessment innovation
• TEST FAIRNESS: The Philippine aptitude classification test
• Testing generative rather than convergent thinking with open-ended tasks
• The challenge of using assessment feedback
• The dilemma of equating examinations and assessment standards for the National senior Certificate in South Africa
• The effect of journal writing on secondary one students' ability to explain mathematical concepts and their attitudes towards mathematics
• The effect of meaningful tasks on secondary one students' mathematics examination performance and engagement
• The effect of school ownership on candidates' performance at the West African Senior School Certificate Examination (WASSCE) in Nigeria
• The effect of self directed learning tasks on attitude towards science
• The function of foreign language at the school-leaving examination and language-of-instruction pedagogy in bilingual education
• The impact of assessment reform on teachers’ constructs of oral interaction in English in Hong Kong
• The impact of the assessment in the admission to the Master Degree on the development of creativity in higher education
• The influence of institutions, discipline and number of sittings to attain minimum entry credits on the degree of prediction of First Year Grade Point Average (FGPA) by Universities Matriculation Examination (UME)
• The next generation of qualifications in Scotland
• The use of novel items to uncover lapses in mathematical reasoning
• The use of self-regulated learning in authentic assessments
• The use of the cito monitoring and evaluation system for school self-improvement in The Netherlands
• The west african examinations council - The assessment of oral english in anglophone west Africa: emerging issues
• Thinking differently about assessment: Why feedback is not enough
• Towards defining, assessing and reporting against national standards for literacy and numeracy in New Zealand: Taking an educationally sound approach
• Trial of automated essay scoring: New directions for national assessment in Australia
• Trialling national standards
• Using assessment for the improvement of tertiary education in Nigeria: The Joint Admissions and Matriculations Board (JAMB) Role
• Using assessment to improve the quality of teaching and learning in the Pacific
• Using assessment to infuse a rich mathematics disciplinary pedagogy into classrooms
• Using summative assessments for formative purposes: design of new score report for the Public English Test System (PETS) in China
• What is a good maths assessment?
• What is the right mark? Respecting markers’ views in a community of practice
• Whither school-based coursework assessment in Singapore?

105 abstracts