2021 LATT Conference – Assessment in Theological Education
Fifth SCD Learning and Teaching Theology Conference

Keynote Speaker/s

Prof Royce Sadler
Honorary Professor, Institute for Teaching and Learning Innovation, The University of Queensland,
Emeritus Professor of Higher Education, Griffith University

Rev Dr Andrew Shead
Head of the Department of Old Testament and Hebrew, Moore College

Although assessment might be onerous to student, faculty, and the institution, it is an essential part of the student learning experience and ought to be integral to it. While theological students are being tested by their academic program, they are also testing God’s calling for their lives. How does best-practice assessment help to shape the theological graduate for their future vocation?

Papers addressing any aspect of this theme are now called for. Assessment is an element of Theological Education that touches upon each of the seven domains of the Higher Education Standards 2015. Presentations will be organized (approximately) in these domains, providing an opportunity for papers on assessment in relation to any aspect of the student experience of Theological Education: from Learning & Teaching, through Student Support, to Institutional Governance. Papers can be theoretical, or discussions of practical educational experience, or both.

Through this multi-perspectival approach, the conference will explore assessment as an integral part of the learning and teaching environment that shapes future theological graduates.

Call for Papers

The Sydney College of Divinity invites scholars, doctoral candidates, and others working in the theological and wider academic community to propose a paper for the SCD 2021 Learning & Teaching Conference by 31 December 2020. Acceptance of papers will be communicated by mid January 2021.

Presentations will be 20 minutes, with an additional 5 -10 minutes for questions & interaction. A selection of papers from the conference will be subsequently published as the next volume in the SCD Press Theological Education series.

Guidelines for paper proposals

  1. The title of the proposed presentation, with an abstract of 250–300 words, should be sent to the SCD Academic Director, Dr Peter Bolt ([email protected]), by 31 December 2020. Submissions should be accompanied by contact details: name, institutional affiliation, postal address, phone number and email address.
  2. The title of the paper and its abstract must articulate clearly the line of argument that the paper will take, indicating its contribution to research in the chosen area.
  3. Paper proposals should indicate whether audio-visual equipment is required for the presentation, so that the presentations in each room can proceed smoothly.
  4. Subject to the papers offered, the Conference program will assign papers to various streams, so that conferees may specialize in their interest area. These streams will be organized (approximately) along the lines of the domains of the Higher Education Standards 2015.
    This opens out the possibility for papers from those involved in Theological Education other than teaching Faculty. It would therefore be helpful if paper proposals nominate the area of focus:
    • Student Participation & Attainment (Domain 1)
    • Learning Environment (Domain 2)
    • Teaching & Learning (Domain 3)
    • Research & Research Training (Domain 4)
    • Institutional Quality Assurance (Domain 5)
    • Governance & Accountability (Domain 6)
    • Representation, Information, & Information Management (Domain 7)


Plenary Sessions

Two keynote speakers will each deliver two addresses.

Prof Royce Sadler

Emeritus Professor Royce Sadler
BSc BEd MLitt PhD

    • Assessment that better equips students to monitor and control the quality of their own performance while production is under way.


Rev Dr Andrew Shead

Rev Dr Andrew Shead
BSc (Med) BTh MTh PhD

    • Assessing Change
      How do we hope our students will change while they are with us, and how do we hope those changes will go on to shape their continued growth in ministry? Does assessment make any difference to that, really? What sort of change can assessment measure, and how, if at all, can assessment promote and guide change?
    • Changing assessment
      Assessment changes continually in response to changes in educational culture and the prevailing culture. When and why should theological educators be embracing or resisting those changes? Theological students are not like other students, and they are just like other students. How can we create our own cycles of feedback and change in assessment, and develop our own expertise to meet their specific needs?


Registration costs, including conference dinner, accommodation options, and transport details, will be available early in 2021.

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