Dima Radwan

She’s an assessment practitioner & researcher. Has over eight years of experience working in Educational Assessment.

She got my master’s degree in education management, leadership, and Policy from the British University in Dubai. Finishing my (research-based) degree helped me improve my assessment and research tools. I completed my second postgraduate degree, Postgraduate Advanced Certificate in Educational Studies: Educational Assessment, at the University of Cambridge. She completed two courses in psychometrician analysis with the IEA and Cambridge Assessment about Item Response Theory (IRT).

Currently, she is the assessment director at one of the Arabic benchmark assessment companies in the region. I worked on analysing assessment data in Arabic exams for students from KG1 to Grade 11; my focus is to develop a scalable Arabic benchmark assessment to align the student's readability level for each grade level.

In previous assessment roles, she has been responsible for all aspects of assessment, starting from planning, designing, validating, and monitoring the different assessment outcomes and performance indicators, as well as applying different research methodologies, quantitative and qualitative. By providing such accurate and comprehensive data analysis and findings, she has been very active in her role as part of the senior leadership team and supported different strategic decisions, such as embedding the assessment backward model with the curriculum mapping.

Working with different organisations in different countries, Dima believed that there is no one-size-fits-all in education and community development. However, applying the proper standards of quality assurance helped her explore and identify the best way to measure what matters, is relevant, and has an impact. As a bilingual educator, she has what is needed to understand the context and apply the required adaptations to your research project, considering the importance of maintaining quality and growth.

Publications

A Framework to Encourage/Foster Assessment Informed Teaching and Learning in the Classroom Context

Educational Assessment in Practice , https://doi.org/10.4324/9781003342335-9 (doi: 10.4324/9781003342335-9)