Speakers
Description
Assessment design is an important practice in education because it provides information about students’ learning achievement and helps teachers make decisions about teaching and learning. However, many assessment practices still focus mainly on whether students have achieved specific learning outcomes, rather than how their learning develops over time. As a result, assessment often becomes a tool for measuring final performance instead of supporting students’ learning progress.
This presentation argues that developmental learning frameworks can be used to transform assessment design from an outcome-based approach to a progression-based approach. By using developmental frameworks, teachers can identify different stages of learning, collect observable evidence of students’ progress, and provide feedback that supports the next step in learning. This approach is aligned with formative assessment, in which evidence of student learning should be used to improve teaching and learning. It also reflects the idea that assessment design should connect what students know, how their learning can be observed, and how the evidence should be interpreted.
The presentation will discuss how learning outcomes can be transformed into developmental progressions and how these progressions can inform assessment tasks, rubric design, teacher judgment, and feedback. While implementing this approach may require teachers to rethink their assessment practices, it can make assessment more meaningful, responsive, and supportive of student growth.
Biography
Chanrothana PHAY is the Academic Director at KCE International School in Cambodia, where he leads academic programs, curriculum implementation, teaching quality, teacher support, academic planning, and student learning outcomes. His current work focuses on strengthening school-wide curriculum and assessment practices, supporting teachers’ professional growth, and developing learning systems that are responsive to students’ needs. Prior to this role, he served as a lecturer at the Institute of Foreign Languages, Royal University of Phnom Penh, where he contributed to curriculum and assessment design and led the development of an AI-integrated learning framework for the teaching and learning of academic writing. In 2025, he completed his master’s degree in Instructional Leadership at the University of Melbourne as an Australia Awards scholar. Chanrothana’s professional and research interests include educational technology, curriculum and assessment development, developmental learning frameworks, teacher professional learning, and instructional leadership. He is particularly interested in how assessment can move beyond measuring learning outcomes to supporting learner progression, teacher decision-making, and meaningful school improvement.
| Affiliate type | Others |
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