w w
  w
  • Program
  • Call For Papers
  • Plenary Speakers
  • Plenary Papers
  • Recommendations
9:00 – 9:30 On-site registration
9:30 – 10:00 Opening ceremony
HE Prof Hassan Mneimneh
Minister of Education and Higher Education of Lebanon
Mr Habib Sayegh
CEO of Educational Research Center (ERC)
 
10:00 – 10:45 Dr Hans Wagemaker
Executive Director of the International Association for
the Evaluation of Educational Achievement (IEA)
International Assessments and Educational
Policy: IEA’s Assessment Strategy
 
10:45 – 11:30 Prof Ibrahim Halloun
Professor of Physics and Education at Lebanese University International Arab Baccalaureate and
Authentic Electronic Assessment
11:30 – 12:00 Coffee break
12:00 – 12:45 Prof Bill Boyle
Chair of Educational Assessment and Director of CFAS
at the University of Manchester
The Contribution of e-Assessment to
Formative Feedback and Deep Learning

12:45 – 13:15 Mr Robert Fogel
Intel Principal Education Architect
Asynchronous e-Assessments
13:15 – 14:30 Lunch
14:30 – 15:00 HH Dr Faisal Mashary Al-Saud1 & Dr Abdullah Ali AlQataee
General Manager of KSA National Center for Assessment in Higher Education
Head of Testing and Measurement Unit at NCAHE
Item Bank System Development:  The Experience of the National Center for Assessment in Higher Education, KSA
15:00 – 15:30

Mr Ammar Al-Attiyat & Mr Raed Samara
Microsoft Education Solutions Specialist
Intel Regional Ecosystem Business Manager for EMEA
Technology and Advancement in Classrooms and Beyond

15:30 – 16:00

Mr Paul Howarth
Pearson Vue Managing Director, EMEA
The Opportunities and Challenges faced in utilising e-based Assessment

16:00 – 16:15

Coffee Break

16:15 – 16:45

Mr Gerard Smyth
skooolTM Programme Manager
Digital Education Usage Models to Deliver 21st Century Skills

16:45 – 17:15

Mr Tony Tohme
Director, Educational Research Center
IAB Electronic Platform:  Authentic Assessments for Profile Shaping Education

17:15 – 17:45 Round Table Discussions
17:45 – 18:00 Closing ceremony

Under the patronage of
H. E. Prof. Hassan Mneimneh
Minister of Education and Higher Education of Lebanon

Annual Conference of Educational Research Center on
Educational Measurement
March 27, 2010


Educational Research Center (ERC) will hold its annual conference on educational measurement on March 27, 2010, under the theme:

Electronic assessment platforms for meaningful learning

The conference will address the following issues:
1. What are electronic assessment platforms, and what functions do they serve in education?
2. How such platforms are deployed in the construction of item banks, and what are these banks good for?
3. How do electronic platforms and item banks contribute to authentic assessment and meaningful learning?
4. What factors govern the efficiency of platforms and banks?

The conference will be held at Le Royal hotel in Dbayeh, Lebanon. Plenary sessions will be held the morning of Saturday March 27, 2010. Keynote speakers include renowned international and Arab guests whose work about the theme of the conference is highly recognized worldwide. Among those:

• Dr. Hans Wagemaker, Executive Director of the International Association for the Evaluation of Educational Achievement (IEA), who will deliver the paper: International Assessments and Educational Policy: IEA's Assessment Strategy

• Prof. Bill Boyle, Chair of Educational Assessment and Director of CFAS at the University of Manchester, who will deliver the paper: The Contribution of e-Assessment to Formative Feedback and Deep Learning

• Prof. Ibrahim Halloun, Professor of Physics & Education at Lebanese University, who will deliver the paper: International Arab Baccalaureate and Authentic Electronic Assessment

Parallel sessions will be held in the afternoon. Educational measurement experts are invited to contribute 30-minute papers to the sessions, in English or Arabic, around any of the four issues listed above. Contributors are kindly asked to submit the title and abstract of their paper, along with a short biography, by February 20, 2010, to conference@educationalrc.org. The abstract should consist of a 250-word Microsoft Word text in English (Times New Roman, 12 pt), along with an Arabic translation (Simplified Arabic, 12 pt), if possible. Abstracts will be reviewed, and authors notified about the outcome by February 27, 2010. Preference will be given to papers that pertain to research conducted by the author(s), with clear implications to classroom practice.

Mr Habib Sayegh
Opening Talk
Mr Mr Fadi Yarak Opening Talk
Dr. Hans Wagemaker

Hans Wagemaker is the executive director of the International Association for the Evaluation of Educational achievement, a position he has held since 1997.  As such, he is responsible for the management of IEA international research projects including the Trends in Mathematics and Science Study (TIMSS) and Progress in Reading literacy (PIRLS), two of IEA’s primary international assessment programs; a Secretariat in Amsterdam, and a large data processing and research center in Hamburg, Germany. Dr Wagemaker has overseen the development of IEA’s activities in the area of training and capacity building in low-middle income countries and the development of IEA’s educational consultancy services.


Dr Wagemaker had represented New Zealand’s interests in the APEC Education Forum, UNESCO’s commissions, and the OECD, CERI and Education Governing Board. He has consulted for the Inter American Development Bank and UNESCO, and has worked extensively with the World Bank to advance a common interest in the uses of assessment for improving educational systems in developing countries.
Prof. Ibrahim A. Halloun

Ibrahim A. Halloun is tenured Professor of Physics and Education at Lebanese University (LU). In 1984, he earned a PhD in Physics from Arizona State University, with a dissertation on modeling in Newtonian mechanics. He then joined LU, and held joint appointments at many institutions in Lebanon and abroad, including Arizona State University and UNESCO-Paris.

Through classroom-based research, and in collaboration with many researchers and educators around the world, Prof. Halloun has developed, among others, Modeling Theory in science education, a pedagogical theory grounded in cognitive science and the philosophy of science, and Profile Shaping Education (PSE), an educational framework developed under the auspices of Educational Research Center (ERC).

The framework is being deployed, at ERC, in the development of: (a) educational curricula, (b) authentic assessment tools and programs including the International Arab Baccalaureate (IAB) and the Student Profile Assessment (SPA), and (c) professional development programs for in-service and pre-service teachers in all fields and at all grade levels.

Prof. Bill Boyle

William F. Boyle is Chair of Educational Assessment and Director of the Centre for Formative Assessment Studies (CFAS) at the University of Manchester, UK.
For the last 20 years, Prof. Boyle has been involved in national and international research and development into assessment, and its integration with the curriculum and teaching and learning. He has been funded to support assessment developments from classroom to Ministry level in a range of countries by UNESCO, The World Bank, Asian Development Bank and the Department for International Development, and is currently on the Expert Council of the World Bank's “Russian Education Aid for Development” programme.

Mr Robert Fogel

Robert Fogel works closely with government officials from countries around the world, as well as with non-government organizations, education content providers, global & local industry, and educators to develop cost-effective eLearning solutions that help children develop essential 21st century skills that will prepare them for higher education and thrive in today’s global economy.  Mr Fogel’s background includes several years working with the Grid and High Performance Computing (HPC) industries; and, a significant part of his career was spent as a systems architect for the NASA JPL Deep Space Network.  He taught systems engineering, systems architecture and software engineering courses at the University of California at Los Angeles (UCLA), and he earned an Electrical Engineering degree from Cornell University.

HH Dr Faisal Mashary Al-Saud

HH Prince Faisal Mashary Al-Saud is the General Director, since its establishment in 2001, of the National Center for Assessment in Higher Education in Saudi Arabia. Dr Al-Saud earned his PhD in Engineering in 1989 from Purdue University, U.S.A. Upon graduation he served as an Assistant then Associate Professor at King Saud University, Saudi Arabia. He was heavily involved in academic management and research responsibilities until he joined the Ministry of Higher education, in 2000, as Director of the newly established Center for Strategic H. E. Research, after which he moved to establish the NCAHE in 2001. His involvement is mainly directed to educational development planning and assessment.

Dr Abdullah Ali AlQataee

Abdullah A. AlQataee is the head of the Testing and Measurement Unit at the National Center for Assessment in Higher Education. Dr AlQataee has devoted most of his time to meet the challenges faced within the newly established Center. In 2007 he became the Deputy General Manager of the Center. He has contributed significantly to research in the fields of bias and the gifted. One of his most prominent contributions, among others, is the establishment of the Talented and Gifted Education Department at the Ministry of Education.
Dr AlQataee earned, in 1986, a PhD in Educational Psychology from Pittsburgh University. He was a faculty member in the Psychology Department at King Saud University for 25 years where he taught Measurement and Statistics at the graduate level. He also supervised several master theses in educational measurement.
Mr Ammar Z. Al-Attiyat

Ammar Al-Attiyat has almost 22 years in IT related working experience. His career journey started back in 1988 with Sakhr Software. He ended up there heading the Educational Software Division, managing edutainment CDs, courseware production, and school management system solutions. Mr Al-Attiyat then co-founded and managed e-Knowledge company, a venture capital start up, specialized in e-Learning solutions and services targeting K-12, higher education and corporate markets. Under his direct supervision, the first Arabic enabled Learning Management System was developed and deployed in many sites in the Middle East region.Prior to joining Microsoft, Mr Al-Attiyat spent 3.5 years with the International Turnkey Systems (ITS). He was the Senior Manager for e-Learning Business Solutions. In that role he was the technical/business pre-sales consultant serving ITS education sales regions in North & South Gulf, Saudi Arabia, Levant, Egypt and North Africa. In addition, he was managing a team of technical professionals who carried all post sales e-learning projects development, implementation and site deployment in a CMMi Level 5 environment.
Ammar holds a Bachelor of Computer Science from Kuwait University (honor roll), and is currently pursuing a post graduate degree in Educational Technology from University of British Columbia – Canada. 
Mr Raed Samara

Raed Samara leads Intel’s Emerging Market Platform Group efforts on business development and engagements with regional ecosystem partners and local original equipment manufacturers for 1:1 education/Intel Learning Series. Mr Samara has over 15 years experience in the semiconductor industry working in Level One Communications, Numonyx B.V., and Intel. His experience spans a wide variety of fields such as data communications, computer architectures, networks & systems, business development and marketing.
Over the last few years, Raed has been working as a strategic marketing and ecosystem enablement manager advancing Intel's products into the consumer electronics devices and gaming segments mainly in the Americas and APAC. Most recently, Raed has been working on Intel’s education initiatives, products, and programs in Europe, the Middle East, and Africa operating out of Cairo, Egypt.
Raed holds a B.S. and a M.S. degrees in Computer & Electronics Engineering, as well as an MBA, all from California State University.

Mr Paul Howarth

Paul Howarth was appointed Managing Director of Pearson VUE in 2005 with responsibility for managing the Europe, Middle East and African business. He has held several technical and strategic positions within the Financial Times, Pearson PLC and Pearson Education. His priorities include delivering operational excellence to his customers and building new business in the region by leveraging the infrastructure of the world’s largest CBT program which is managed by Pearson VUE in the UK. Paul holds an MA from Oxford University in Natural Science and an MBA from London Business School

Mr Gerard Smyth
Gerard Smyth has been with Intel for 11 years and currently works as Programme Manager for the proliferation of skoool™ learning technologies throughout Asia and the Middle East. He is based at Intel™ Innovation Centre in Ireland.
Mr Smyth is predominantly engaged in the research and development of innovative technologies in the provision of eLearning, mLearning and wireless computing. He was a key contributor to the development of the highly-acclaimed educational portal, ScoilNet and continues to work extensively on the award-winning skoool™ initiative. Also, he works with a number of Educational Authorities on faculty and student access and services. Gerard is particularly interested in social inclusion and has presented in Europe, the Middle East, Asia, Africa and South America on how the digital divide may be bridged. He has had his work published in leading international journals and books and he participates on a number of strategy forums.
Mr Tony Tohme

Tony Tohme is the Director of Educational Research Center (ERC). Before he joined ERC in 2000, Mr Tohme spent over 24 years as Educational Technology Researcher at the Center for Educational Research and Development (CERD) – Lebanon. At CERD, he participated in designing, putting specifications and production of educational materials, including an educational package for Education against AIDS – WHO. He was also project manager of many projects including the Global Education project, and integration of environment and health education projects – UNICEF and UNESCO. As a university lecturer, Mr Tohme taught Educational Technology courses and Math and Science Education courses.
At ERC, Mr Tohme worked with many experts to develop, for numerous Arab countries, standard-based curriculum documents and textbooks for all subjects and for all levels, to evaluate implementation of school textbooks and programs projects, and to design teacher and trainer training programs. He initiated and planned the Professional Learning Communities project in UAE. Mr Tohme is a member of Math and Science Education organizations.

Dr Hans Wagemaker
International Assessments and Educational Policy: IEA’s Assessment Strategy

The presentation will focus on why a strategic approach to system level evaluation of student outcomes is necessary for both developed and developing economies. I will outline IEA’s assessment strategy to provide information on student achievement, and an overview of how the design of IEA’s large scale assessments (TIMSS and PIRLS) and the information generated by them are designed to inform educational policy reform and improvement.
The presentation will emphasise both the collaborative nature of the assessments and their role in national capacity building, and suggest some strategies for maximising the impact of these assessments. Download Presentation

Prof Ibrahim Halloun
International Arab Baccalaureate and Authentic Electronic Assessment

Educational Research Center (ERC) is developing the International Arab Baccalaureate (IAB), a secondary school diploma for the entire Arab World that will, in due course, be internationally recognized. IAB is grounded in a Profile Shaping Education (PSE) framework, and relies on a specific electronic platform, all developed at ERC. The framework revolves around a unique student profile meant to empower students for smooth induction into higher education, and productive integration into modern-day life and the workplace. Teachers at participating schools can use the electronic platform to develop and/or deploy a variety of authentic PSE tools for formative and summative assessment. The platform is designed to allow timely monitoring of individual items and tools, and, especially, tracking of the evolution of individual students’ profiles through secondary school grades, and eventually through their entire school years (K-12). The platform will be presented in the context of the underlying PSE framework, and its utility for various stakeholders will be discussed.   Download Presentation

Prof Bill Boyle
Contribution of e-Assessment to Formative Feedback and Deep Learning

Formative assessment has its raison d'être in the belief that teaching, learning and assessment are integral. Assessment has to identify where individual learners are located in their learning, and that information has to be used to support movement in those learners. Otherwise this is not formative assessment.
Perrenoud states that “pupils do not have the same abilities nor the same needs, nor the same way of working, so that an optimal situation for one pupil will not be optimal for another”. He suggests a simple equation:
“diversity in people + appropriate treatment for each = diversity in approach”.
Does e-assessment contribute to that formative pedagogy in the classroom? Download Presentation

Mr Robert Fogel
Asynchronous e-Assessments

Feedback is an essential element of any closed-loop system.  In education, e-Assessments provide the essential feedback for true 21st century education transformation in which student outcomes can be correlated to a cause-and-effect; in which there is continuous improvement of the eLearning environment; and, there is a near real-time, planning & ROI (return on investment) dashboard for decision & policy makers.  Proper implementation of e-Assessments requires a holistic approach which encompasses other key elements such as policy, pedagogy, professional development, ICT usage, curriculum and the day-to-day school operation and organization.  All of these elements are interdependent and collectively contribute to the overall health of a closed-loop education system.  When implementing e-Assessments, often factors such as time and cost of implementation; propagation delays in metrics collection & analysis; the burden on teachers, students, administrators and parents to participate; and, lag times in applying feedback can significant reduce the value and importance of  e-Assessments.  Using an asynchronous approach to implementing e-Assessments, can mitigate many of these issues and promote e-Assessments as an essential tool and enabler for education transformation.  Asynchronous e-Assessments minimize the need for costly and slow-to-develop backend IT infrastructure, they also work well in environments where there may be little or poor Internet connectivity; and, they make it much easier for teachers, students, administrators and parents to provide feedback. Download Presentation

HH Dr Faisal Mashary Al-Saud & Dr Abdullah Ali AlQataee
Item Bank System Development
The Experience of the National Center for Assessment in Higher Education, KSA

Item banks are governed by several important factors, namely accessibility, measurement property (indicators), flexibility, security, and comprehensiveness. Coupling these factors in such a way will produce an optimal efficiency and maximum gain. The National Center for Assessment in Higher Education has developed an item bank that encompasses all the stages of item development (writing items, reviewing them, and trying them) as well as test development through specified characteristics related to domains, item parameters, and usability. The bank is able to build multiple forms and explore the similarities between them with regards to test information function.
Different levels of authorization are integrated into the system so that nobody can wonder around the item bank freely. In addition to the factors already mentioned, the item bank also allows students to take a test at a remote site.
Thus, the item bank serves the purpose of item storage and tracking, test development, and test administration in a secure and efficient way.  Download Presentation

Mr Ammar Z. Al-Attiyat & Mr Raed Samara
Technology and Advancement in Classrooms and Beyond

n a knowledge economy world, nations are investing more in their most valuable resource; the next generation. Intel and Microsoft and their partners are continuing to innovate and develop new platforms designed specifically for education to prepare the next generation for the future. Join speakers from Intel and Microsoft to learn more about products and solutions for the future classroom Download Presentation

Mr Paul Howarth
The Opportunities and Challenges faced in utilising e-based assessment
Taking your assessment to an e-based format is more than simply sitting a candidate down in front of a PC and hoping they know how to switch it on. Before you even switch on that PC it is imperative that your test items are written to produce a fair and equitable test, that the environment in which your candidates take their tests is secure and invigilated appropriately and that the results can be delivered in your timescale.
This presentation will share with you the  in-depth of experience of Pearson VUE as The Leader in Computer-Based Testing (CBT) highlighting all the elements that make up computer-based testing, the challenges the organisations face and the opportunities that await those that successfully ride the CBT wave. Pearson VUE delivers the largest CBT test in the world in the form of the UK’s Driving Licence as well as 7 million test for over 320 organisations globally, so this presentation would definitely gives  you the inside view on what works and what doesn’t.Download Presentation

Mr Gerard Smyth
Digital Education Usage Models to Deliver 21st Century Skills
A model for teaching and learning with technology to improve the comprehension of key concepts and to support the development of 21st century skills will be outlined including:

    Curriculum learning content to support the knowledge acquisition of key curriculum objectives.
    Advanced open-ended learning and teaching toolkits to explore and deepen the students’ understanding of key concepts. Project and activity based learning for knowledge deepening and knowledge creation. Open ended learning to support innovation, problem solving, decision making, teamwork and collaborative learning. Communities of practice enabling teachers share best practice and communicate with students and classes in private and secure environments.

This presentation is based on our experience developing Intel skoool™.com learning and teaching technology programme which has developed education content and tools in 30 countries and 12 languages and dialects.  Download Presentation

Mr Tony Tohme
IAB Electronic Platform: Authentic Assessments for Profile Shaping Education

The International Arab Baccalaureate (IAB) assessment platform is an advanced form of item banks’ engines, grounded in a Profile Shaping Education (PSE) framework. The platform is a user-friendly, multi-facet, multi-function, system that accommodates various types of assessments (tests, case studies, research projects, lab experiments, etc.), which may be deployed online or on-paper, on-demand or on-schedule. The platform can be used for the construction and deployment of assessments, as well as for processing IAB related data and reporting results to various stakeholders. A particular component handles each of the four main functions of the platform: construction, deployment, processing, reporting. Each component consists of a number of facets with well-defined functions. The presentation covers various components of the platform, and shows how data gathered during deployment are continuously analyzed in order to evaluate, and timely regulate, framework and assessments. Download Presentation


Annual Conference of Educational Research Center on
Educational Measurement
March 27, 2010
Electronic Assessment Platforms for Meaningful Learning
توصيات المؤتمر

عقد مركز البحوث التربوية (ERC ) مؤتمره السنوي حول القياس التربوي يوم السبت 27 مارس/آذار 2010 في فندق لورويال – ضبيه، لبنان، تحت عنوان "منظومات التقييم الإلكتروني للتعلّم المجدي". رعى المؤتمر معالي البروفسور حسن منيمنه، وزير التربية والتعليم العالي في لبنان، ممثلاً بسعادة المدير العام للتربية السيد فادي يرق، وحضره ممثلون عن وزارات التربية في أكثر من 15 دولة عربية، بالإضافة إلى مسؤولين تربويين آخرين في القطاعين العام والخاص، وممثلين عن منظّمات دوليّة ووكالات حكومية، منها اليونسكو والألكسو (المنظمة العربية للتربية والثقافة والعلوم) والأيسيسكو (المنظمة الاسلامية للتربية والعلوم والثقافة) والمجلس الثقافي البريطاني في بيروت.
افتتح المؤتمر عند الساعة التاسعة والنصف صباحًا، واستمرّ حتى الساعة السادسة والنصف مساءً حيث انتهى المشاركون إلى التوصيات الآتية:

 توجيه شكر إلى ادارة مركز البحوث التربويّة والعاملين فيه على حسن تنظيم المؤتمر وادارة جلساته، وإلى كل المؤسسات التي قدمت دعمها للمؤتمر.
 
 التمنّي على ادارة مركز البحوث التربويّة تنظيم مؤتمره للعام القادم بحيث يمتد على يومين، المقترح أن يكونا السبت والأحد 26 و27 مارس/آذار 2011، وذلك حول مواضيع تتعلّق باعداد المعلّمين وتنميتهم المهنيّة، ولا سيما لجهة تمكينهم من القيام بعمليات تقييم مصداق واستخدام التقنيات الحديثة من أجل التعلّم المجدي.
 التركيز على دور التقييم التربوي المصداق في ترشيد التعلّم المجدي، واستخدام التقنيات الحديثة، ولا سيما منظومات التقييم الالكتروني، لتحقيق هذا الهدف، مع الاقتداء بالممارسات الرياديّة العربية في هذا المجال كتلك التي يقوم بها المركز الوطني للقياس والتقويم في التعليم العالي في المملكة العربيّة السعوديّة ومركز البحوث التربويّة وغيرها من المؤسسات في الوطن العربي.
 
 دعوة وزارات التربية والتعليم والمنظمات المعنيّة في الدول العربية، ولا سيّما الجامعة العربيّة، إلى دعم ما يقوم به مركز البحوث التربويّة وغيره من المؤسسات التربوية العربية من أجل تفعيل التربية في الوطن العربي وتحديثها بالاستناد إلى الأبحاث الميدانيّة، والمساهمة الفعالة في انجاح أعمالها هذه، ولا سيما ما يتعلّق منها بوضع أطر مرجعيّة معاصرة كتربية بناء الملمح (Profile Shaping Education, PSE )، وشهادات نموذجيّة كالبكالوريا العربيّة الدوليّة (International Arab Baccalaureate, IAB ) التي ترقى بالانسان العربي إلى مستويات متقدمة في العلم والانتاج.

 انشاء جمعيّات ومنتديات تربوية تؤمّن تفاعل المعلّمين العرب وغيرهم من المعنيين بالشأن التربوي، بعضهم مع بعض ومع أصحاب الاختصاص في العالم، في سبيل تطوير التربية وجميع أطر الاعداد والدعم والمتابعة في الوطن العربي.
انشاء مركز عربي يُعنى بـ:
 دعم البحث العلمي التربوي، خصوصًا الذي يجمع حوله باحثين من عدة دول عربيّة
 رصد الممارسات التربويّة النموذجيّة في العالم وتوثيقها ونشرها في الوطن العربي
 جمع البيانات والمعطيات الاحصائيّة التي تساعد على التطوير المستمر للتربية 
 وضع معايير مشتركة لضبط جودة التعليم

 
For any information, please contact Miss Rana Salloum at: 009613018240
Email: rsalloum@EducationalRC.org or visit: