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Modern Assessment Theory and Assessment Strategies for Higher Order Thinking: K – 12

Overview

In this course you will develop a practical understanding of modern assessment theory and look at strategies for promoting and assessing higher order thinking skills in your students. We will focus on two assessment formats: multiple choice, and performance-based items, and consider the purpose and design of rubrics. We will look in depth at the advantages, disadvantages, tricks, and pitfalls of these different styles, emphasising the interrelationship between learning and assessment.

Professor Jim Tognolini and Dr Sofia Kesidou from the University of Sydney’s Centre for Educational Measurement and Assessment lead an interactive and content-driven professional learning day. Completing this course will consolidate your expertise in helping your students develop analytical, evaluative, and creative skills.

This course is NESA Accredited. Please expand the ‘Accreditation’ bar for further details.

Face to face in Blacktown (Club Blacktown, 40 Second Ave, Blacktown NSW 2148)

5 November 2025

Prof Jim Tognolini

Professor Jim Tognolini is Director of The Centre for Educational Measurement and Assessment (CEMA) which is situated within the University of Sydney School of Education and Social Work. The work of the Centre is focused on the broad areas of teaching, research, consulting and professional learning for teachers.

The Centre is currently providing consultancy support to a number of schools. These projects include developing a methodology for measuring creativity; measuring 21st Century Skills; developing school-wide practice in formative assessment. We have a number of experts in the field: most notably, Professor Jim Tognolini, who in addition to conducting research offers practical and school-focused support.

Dr Sofia Kesidou

Sofia Kesidou is an executive leader and academic researcher with close to 30-years’ experience in international educational assessment, curriculum and research.

Sofia has taught courses in assessment to undergraduate and graduate students, and has conducted numerous professional-development sessions related to standards-based curriculum and assessment as well as assessment and data literacy internationally.

Completing Modern Assessment Theory and Assessment Strategies for Higher Order Thinking: K-12 will contribute 5 hours of NSW Education Standards Authority (NESA) Accredited PD in the priority area of Delivery and Assessment of NSW Curriculum/EYLF addressing standard descriptors 5.1.2 from the Australian Professional Standards for Teachers towards maintaining Proficient Teacher Accreditation in NSW.

K-12 teachers

$220

Face to face in Blacktown (5 November 2025)

“Great learning to empower teachers to be better professionals and create better outcomes for students, strengthen the profession.”

“A very practical course to use for the planning and implementation of classes with the intention of improving assessments/evaluating/testing for the students.”

“Every aspect of this course was informative and useful. I’ve had an opportunity to think about what has been presented and engage in collegial discussion.”

Assessment Literacy for School Teachers

The CPL and The University of Sydney’s Centre for Educational Measurement and Assessment (CEMA) have entered into a collaborative partnership to deliver professional learning Literacy modules for all K-12 teachers.

About the Assessment Literacy modules

The six modules include video presentations by Professor Jim Tognolini, downloadable PDF files, formative self-assessment, reflective questions, recommended short readings, and collaborative webinar opportunities.

Each module will take you between four and six hours to complete and achieve the requisite PD hours towards maintenance of accreditation.

You will be able to: develop an understanding that assessment involves professional judgement based upon an image formed by the collection of information and is used to locate student performance on a developmental continuum; contextualise the role of assessment in teaching, and know, understand and use assessment related terms and strategies including reliability, validity, assessment for learning, assessment of learning, performance standards, and normreferenced assessment. Modules also include a specific consideration of the standards referenced system used in NSW, predicated on a measurement model.

Module 1 – Modern assessment theory including standards referencing

Module 2 – Constructing selected response and short-answer items including Higher Order Thinking Skill (HOTS) items

Module 3 – Constructing extended response and performance tasks, and writing analytic and holistic rubrics

Module 4 – Evaluating the function and classroom assessment tasks and tests

Module 5 – Examining the impact of feedback on learning

Module 6 – Exploring the role of moderation and reporting in classroom assessment

A leading expert in educational assessment has designed the modules
You can start the fully-online modules when convenient and complete them at your own pace
Each module is competitively priced
Each module is accredited
Modules address Standard Descriptors in Proficient Teacher Standard 5: Assess, provide feedback and report on student learning (5.1.2, 5.2.2, 5.3.2, 5.4.2, 5.5.2)
The University of Sydney has approved the modules for articulation to postgraduate award courses. Details are available on the Centre for Educational Measurement and Assessment’s website

Please click here for further details on Assessment and Data Literacy.
Data Literacy modules will be available at a later date.

$300 for each module.

Federation financial members are eligible to receive a 10% discount on each module.

On confirmation of your financial membership with the NSW Teachers Federation, you will be sent further details on how to register for the modules.

All Teachers K-12

These modules are delivered online and can be completed at your own pace.

Leading Assessment Practice in Schools K-12

Overview

What does assessment practice look like in your school?

Is there an agreed understanding across the school community of the meaning and purpose of evidence, assessment theory and practice, feedback, and evaluation? How does your school implement a common approach to assessment?

Professor Jim Tognolini from the University of Sydney’s Centre for Educational Measurement and Assessment (CEMA) will lead an interactive and content-driven professional learning experience that will unpack the definitions and purpose of data, evidence, assessment, feedback and evaluation. We will explore the importance of teacher voice in assessment and how to lead a collaborative approach to assessment practice across the school community.

Over two days, this course will focus on the role of teachers and school leaders in supporting colleagues to evaluate the effectiveness of their approach to assessment.

Participants will have an opportunity to consider how to successfully lead a shift in school-wide assessment practice through a collective approach within their own school context.

This course is NESA Accredited. Please expand the ‘Accreditation’ bar for further details.

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Face to Face in Surry Hills (Federation House, Mary Street, Surry Hills, NSW 2010)

Day 1 – 14 May 2025

Day 2 – 28 May 2025

Face to Face in Blacktown (Club Blacktown, 40 Second Avenue, Blacktown, NSW 2148)

Day 1 – 10 September 2025

Day 2 – 24 September 2025

Prof Jim Tognolini

Lisa Edwards

Lisa Edwards is a school leader passionate about the potential of public education to change lives.

With over 20 years of experience with the NSW Department of Education, working in schools in Sydney’s south and southwest, Lisa is an English teacher by training, and at heart. Her leadership journey has included the roles of Head Teacher Wellbeing, Head Teacher English, and Deputy Principal. She has developed resources and presented on assessment, pedagogy and programming, working in collaboration with the Department’s secondary curriculum team, and has published and presented for the NSW English Teachers’ Association. Lisa received an Australian Council for Educational Leaders award and a Premier’s Award for Public Service for her work leading improvement in literacy and HSC achievement, and currently presents for the NSW Teachers’ Federation’s Centre for Professional Learning on leading lifting achievement and quality assessment practice.

Lisa is a strong advocate for public education and educational equity, dedicated to supporting teachers in public schools to maximise learning outcomes and, therefore, opportunities for our students.

Completing Leading Assessment Practice in Schools: K-12 will contribute 10 hours of NSW Education Standards Authority (NESA) Accredited PD in the priority area of Delivery and Assessment of NSW Curriculum/EYLF addressing standard descriptors 5.1.3, 5.2.3, 5.4.3 from the Australian Professional Standards for Teachers towards maintaining Proficient Teacher or Highly Accomplished Accreditation in NSW.

K-12 teachers and school leaders who support and work with teacher colleagues to build capacity through collaboration.

$440 for 2 days

Face to face in Blacktown (10 September and 24 September 2025).

“Amazing presenters. Knowledgeable and relevant information that applies to transformational change regarding new curriculum.”

“Really logical and practical discussion and explanation of key principles which completely resonated.”

“Great conversations had reflecting on current school practices and the change that is needed.”

“This course was a wonderful opportunity to delve and immerse in assessment.”

The Teacher’s Voice in Educational Assessment

Confidence using Assessment Data and Statistics K-12

The Beginning of a Journey to Assessment and Data Literacy for Teachers

Understanding students’ higher order thinking skills through the lens of assessment

Supporting Students with ADHD in 7-10

Overview

This course will be delivered by Dr Rose Dixon and will be relevant to teachers working in both mainstream and special education settings in NSW Public Schools.

Participants will develop up to date research-based knowledge and will be informed on how to implement evidence-based teaching strategies based on:

What teachers need to know about ADHD
Implementing an effective teaching and learning environment
Specific challenges for literacy

27 June

Federation House, Surry Hills, NSW 2010

Participants will be able to:

Develop an understanding of the 3 main types of ADHD.
Demonstrate the ability to plan for the diversity of learners and identify appropriate teaching strategies for the students they teach.
Identify key teaching strategies for students with ADHD in years 7-10 settings which are directly related to individual student’s characteristics.
Explore a range of strategies which address the needs of students with ADHD in the areas of cognitive and social/emotional intelligence.
Develop an understanding for the need for explicit instruction in the essential components of literacy in every classroom, every day.
Develop strategies to help students with ADHD access the 7-10 curriculum, with a particular focus on literacy.
Enhance ability to choose appropriate literacy websites and applications for students with ADHD.

Dr Rose Dixon

Dr Roselyn Dixon has been a special education teacher in both mainstream and special education settings in primary and secondary schools. Rose has been in academia and involved with Inclusive Education for more than 25 years. She has published research in the fields of social skills and behavioural interventions for people with a range of disabilities including students with Oppositional Defiance Disorders and Autism.

She has been actively involved in examining the relationship between digital technologies and pedagogy in special education and inclusive classrooms for students with Autism as well as the implications of the NDIS on people with disabilities in rural and remote communities. Rose is an Honorary Associate Professor at the School of Education, University of Wollongong, where she was previously the Academic Director of Inclusive and Special Education. She continues to support doctoral students in Inclusive and Special education with a focus on Autism.

Completing Supporting Students with ADHD in Years 7-10 can be logged as Elective PD and will contribute towards your NESA PD requirements.

Relevant to teachers working in both secondary mainstream and special education settings.

$220 (Federation members only)

Overview

Courses Dates and Venue

Face to face in Blacktown (Club Blacktown, 40 Second Ave, Blacktown NSW 2148)

Presenter

Prof Jim Tognolini

Dr Sofia Kesidou

Accreditation

Target Participants

Fee

Delivery

Member Reviews

About the Assessment Literacy modules

Modules

Why teachers should consider completing these modules

Fee

Target Participants

Delivery

Resources

Overview

Course Dates

Face to Face in Surry Hills (Federation House, Mary Street, Surry Hills, NSW 2010)

Face to Face in Blacktown (Club Blacktown, 40 Second Avenue, Blacktown, NSW 2148)

Presenter

Prof Jim Tognolini

Lisa Edwards

Accreditation

Target Participants

Fee

Delivery

Member Reviews

Overview

Course dates and venue

Objectives

Presenter

Dr Rose Dixon

Accreditation

Target Participants

Fee

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