Keynote Speakers
Prof. John Biggs, Former Professor of Education, University of Hong Kong
John Biggs has held Chairs in Education in Canada, Australia, and Hong Kong. He has published extensively on student learning and the implications of his research for teaching. His concept of constructive alignment, a form of outcomes-based education, was developed when he was at HKU and is outlined in Teaching for Quality Learning in University (McGraw-Hill/Open University Press). The fourth edition, co-authored with Catherine Tang, is based on their experience in implementing constructive alignment in several universities in Hong Kong and elsewhere.
Assessment in a constructively aligned system
Prof. David Boud, University of Technology Sydney
David Boud is Emeritus Professor at the University of Technology, Sydney. He has published extensively on teaching, learning and assessment in higher and professional education in the international literature. He has held the positions of Dean of the University Graduate School, Head of the School of Adult and Language Education and Associate Dean (Research) in the Faculty of Education. In the area of assessment in higher education he has been a pioneer in developing learning-centred approaches to assessment across the disciplines, particularly in student self-assessment (Enhancing Learning through Self Assessment, Routledge 1995), building assessment skills for long-term learning (Rethinking Assessment in Higher Education: Learning for the Longer Term, Routledge, 2007) and new approaches to feedback (Feedback in Higher and Professional Education, Routledge, 2013. He is an Australian Learning and Teaching Council Senior Fellow and focused on ‘Student assessment for learning in and after courses’, which led to Assessment 2020: Seven Propositions for Assessment Reform in Higher Education. See www.assessmentfutures.com
Prof. Royce Sadler, University of Queensland
Royce Sadler is Senior Assessment Scholar in the School of Education, University of Queensland, and Professor Emeritus of Higher Education, Griffith University. His main research and publication interest since 1973 has been the assessment of student achievement. Since 2000, he has focused exclusively on assessment policy and practice in higher education, especially the role of assessment in improving learning and capability, academic achievement standards, and grading.
Prof. David Carless, University of Hong Kong
David Carless is Professor of Educational Assessment in the Faculty of Education, University of Hong Kong. His work is centered on learning-oriented assessment and dialogic feedback in higher education. His next book, to be published by Routledge in April 2015, is entitled Excellence in University Assessment: Learning from award-winning teaching.
Assessment for Student Learning in Law and beyond
Prof. Rick Glofcheski, University of Hong Kong
Rick is a professor in the Department of Law at the University of Hong Kong. His primary areas of teaching and research are in tort law, labour and employment law, and teaching and learning in higher education. Rick was selected for the award of University Teaching Fellow (2004), the inaugural University Outstanding Teaching Award (2009), the inaugural University Distinguished Teaching Award (2010), and the inaugural Hong Kong-wide University Grants Committee Teaching Excellence Award, in recognition of outstanding teaching and his leadership and contributions to the advancement of teaching and learning. He is the initiator and a sponsor of this 2015 conference.
Assessment for Student Learning in Law and beyond
Prof. Dai Hounsell, Former Vice-Principal, University of Edinburgh
Prof. Dai Hounsell is Vice Principal for Assessment and Feedback at the University of Edinburgh. He was the University’s Vice-Principal for Academic Enhancement from 2009 to 2012, and Professor of Higher Education from 2000-2012. He has published widely on assessment and feedback and many other aspects of university learning and teaching, served in various editorial and refereeing roles, and led several multi-institutional higher education research and development projects with external funding.
