About the Organisers

                     The Central Board of Secondary Education (CBSE) has been in existence since 1929. The present name has been used since 1952 when the constitution of the Board was amended to extend its jurisdiction. The Board was reconstituted in 1962. In addition to the private independent schools spread across the country, the Kendriya Vidyalayas, the Navodaya Vidyalayas, the schools under Central Tibetan School Administration and all State government schools located in the Union Territory of Chandigarh, Andaman and Nicobar Island and States of Arunachal Pradesh and Sikkim have also been affiliated with the Board. From 309schools in 1962 the Board today has about 11500 schools including 141 schools in 21 countries. The Central Board of Secondary Education has been in the midst of educational reforms and more so in the areas of assessment. As part of its agenda of strengthening School Based Assessment and implementing Continuous and Comprehensive Evaluation in schools at the primary, middle and secondary level the Board has through its various interventions brought out many initiatives in the area of curriculum pedagogy and assessment. Email :- ccecbse2009@gmail.com.

The Australian Council for Educational Research (ACER) is one of the world's leading educational research centres, committed to creating and distributing research-based knowledge, products and services to improve learning across the lifespan in both formal and informal settings. To facilitate ACER’s international work, an ACER Liaison Office was established in India in 2004, and in 2007 ACER officially established its Indian subsidiary, the Australian Council for Educational Research (India) Pvt Ltd, in New Delhi. ACER India offers Assessment Services, Professional Learning for teachers and Leadership Training for principals. It enables institutions in India to benefit from the extensive expertise and resources of ACER. ACER India also liaises with educational organisations inside India to deliver quality projects and training to benefit educational providers, policy makers and most importantly, students themselves. Email :- indiaconference@acer.edu.au.

CBSE Sahodaya School Complexes (Gurgaon Chapter) is an executive body of 25 leading schools of Gurgaon. The idea was initiated in February 2000 and by May 2000, the association took a final shape and became active. The Sahodaya is formed to promote and develop social, cultural and educational development amongst the members. The council strives to- (a) Increase capacity building due to the changing socio-eco scenario of Gurgaon (b) Frequent meetings of schools to galvanize professionalism. As a part of its annual feature every member school hosts interschool activities to enhance the creativity of the students. CBSE Sahodaya School Complexes 16^th National Annual Conference was organized by CBSE Sahodaya School Complexes (Gurgaon Chapter).Email :- sahodayagurgaon@gmail.com & sahodayagurgaon@yahoo.in.

      International Conference on Education - 2011

“Development in Assessment: Scope of Assessment in Teaching and Learning”

                                                          Day 1

                                              24 January 2011

• Developmental Assessments – Lessons and Learning from Teaching  Research

• Assessment Framework in India’s Intellectual Tradition

• Policy changes in the New Educational Framework for Improved Pedagogy and Assessment

• Aligning Assessment to Curriculum Change 

• Panel Discussion: ‘Reliability in Assessment – role and how, focus on classroom assessment’

• School Based Assessment Methods – Develop and Implement

• How measuring non-academic outcomes can guide school practices: What makes a difference?

• Using Assessment Data to monitor teaching effectiveness to encourage school improvement.

                           International Conference on Education - 2011

“Development in Assessment: Scope of Assessment in Teaching and Learning”

                                                            Day 2

                                                  25 January 2011  

• Use of Assessment  to support learning in schools – Formative Assessment

• Assessment and Policy: a Finnish perspective

• Where assessment fits : Assessing learning in context to your curriculum and classroom teaching 

• CBSE-Reforms: A Case Study

• Policy Framework and Examination Reforms

• Using rubrics to promote learning

• Panel Discussion – ICT enabled Assessment Framework:

• Linking school-based assessment with public examinations Role of Moderation – Principle, policy and practice

                                                     Recommendations

 Assessment :-

a)      Assessment is essential for improved teaching learning and needs to be integrated within systems of learning.

b)      Teachers need to develop their own module of assessment (formative) that includes higher order thinking tasks which are creative and challenging.

c)      Feedback and remedies are important components for intensive learning and formative assessment tasks and activities need to be formed to aid conceptual understanding.

d)      Assessment should focus on conceptual understanding in different contexts for application of knowledge.

e)      Descriptive feedback for performance of learners needs to be provided as a part of CCE.

f)      Assessment should be made not only within a school but also across schools and systems.

g)      There is a need to make provision for effective feedback to students.

h)      The active involvement of students in their own learning will help them learning to learn.

i)       Adjusting teaching to the results of assessment will further improve learning

j)       Recognition of the profound influence that the assessment has on the motivation and self-esteem of students.

k)      There is a need for students to be able to assess themselves and understand how to improve and the classroom to provide such opportunities.

l)      Reliability of assessment on creative teaching and credible evaluation.

m)    The correlation between performance in academic and non academic domains needs to be appreciated; and as an initial step measurement of non-academic domains needs to be encouraged.                                                     

                                                          List of Speakers