J. Joy Cumming

Joy Cumming

Australian Catholic University
Australia

Professor Joy Cumming has had a distinguished career in education and education research for 40 years. Her areas of research include assessment, children’s best interests and rights in law, policy and practice, and equity in assessment, particularly for disadvantaged students including students with disability.

Professor Cumming has published 5 books, 21 book chapters, 60 refereed journal papers and 29 project reports and monographs. In addition to education qualifications, she holds a Juris Doctor degree and admission qualification, and has been admitted as a lawyer in the Supreme Court of Queensland, Australia.

  REASONS I’M A MEMBER OF THE TEAM:

Considerable experience and expertise in assessment with international recognition.
Research, law and policy focus on equity in and equivalence of assessment for all students.

  CURRENT FOCUS:

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TITLE OF PRESENTATION:
Equitable and equivalent assessment to inform student learning

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Psychometric approaches to assessment that emphasize reliability rely on large samples of students to develop indicators of item difficulty and construct validity. Students from disadvantaged backgrounds, different cultural backgrounds, or with disability (impairment) do not fit these test models. International tests such as PISA and TIMSS used to compare national performances do not provide accommodations for students with disability or language other than English. The impact of cultural background on performance is frequently noted. These approaches to assessment, however, underpin many teachers’ and policy-makers’ understanding of fair assessment.
This presentation will explore the issues that teachers identify in creating equitable but equivalent assessment for students from diverse backgrounds, and concerns that different approaches or adjustments advantages these students over students from dominant cultures, language, and without disability. Only when assessments are appropriate to the individual contexts of students can assessment outcomes be used to inform student learning.

  TO FIND OUT MORE ABOUT MY WORK:

http://www.griffith.edu.au/professional-page/joy-cumming

http://www.springer.com/education+%26+language/book/978-94-007-2934-6

  MORE RESOURCES:

Citation – Please refer to information and materials available on this website, in this way:

Citation:
Fifth International Symposium on Assessment for Learning (April, 2014).
     Website International Symposium on Classroom Assessment.
     Accessed at: http://assessment4learning.com/

Slides used: Australian group presentation
Ⓒ2014 Jill Willis, Lenore Adie, Vince Geiger, Esther Care, and Joy Cumming

 

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