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Session Type: Structured Poster Session
Assessment plays multiple and often conflicting roles in education: monitoring quality, steering instruction, shaping opportunities, and supporting learning. Yet assessment systems are never static—they reflect historical choices, cultural logics, and shifting policy priorities. This structured poster session examines assessment across past designs, present tensions, and future paths, bringing together international research that spans policy, practice, and classroom experience. By situating assessment in time, place, and purpose, the session explores how systems evolve, what consequences they carry for schools and students, and how alternative approaches might open new possibilities. Collectively, the contributions invite reflection on how assessment can be reimagined for more just and educationally meaningful futures.
Paul Campbell, The University of Hong Kong
Evelyn Goffin, University of Antwerp
Deepak Sharma, Indian Institute of Management
From General Quality Assurance to Strict Quality Control? A Case Study of Flemish Educational Policy - Rianne Janssen, KU Leuven
Gendered STEM Career Aspirations and Tracking Effects: Cross-National Insights from PISA 2022 Germany and U.S. - Haofei Li, The Ohio State University
Data-Based School Development? Longitudinal Findings on the Relationship Between School Improvement Activities and Student Achievement in Austria - Jana Groß Ophoff, Thurgau University of Teacher Education; David Kemethofer, University of Teacher Education Upper Austria; Christoph Helm, Johannes Kepler University of Linz; Ramona Zintl, IQS – Federal Institute for Quality Assurance of the Austrian School System; Martina Ott, University College of Teacher Education Vorarlberg; Katharina Meusburger, University College of Teacher Education Vorarlberg
Student Engagement in International Large-Scale Assessments under the PIRLS 2021 Group Adaptive Design - Alec Kennedy, IEA Hamburg; Yuan-Ling Liaw, IEA Hamburg
Feedback Flows: How Teachers’ Experiences Receiving Feedback Shape Their Classroom Practices - Brendha Christie Tanujaya, Purdue University; Shahnaz Safitri, Purdue University; Nielsen Pereira, Purdue University/Gifted Education Research & Resource Institute
Portfolios and Public Presentations as an Assessment Culture in a Charter High School - Natalie Neugebauer Schoettler, Auburn University; David T. Marshall, Auburn University; Tim Pressley, Christopher Newport University
Comprehensive Assessment in Mathematics Education: Exploring Practices, Challenges, and Recommendations - Divya Gautam, Indian Institute Of Technology Gandhinagar; Sneha Abhishek, Indian Institute of Technology Gandhinagar