Assistant Professor in Assessment Literacy and Technology-Enabled Assessment

About the role

The National Institute of Education (NIE) is among the world's top education institutes, recognised for its excellence in teacher education and educational research. NIE has played a key and pivotal role in shaping and developing Singapore's teaching profession and landscape through evidence-informed, practice-focused and values-based programmes and initiatives. An autonomous institute situated within the research-intensive Nanyang Technological University, NIE is consistently ranked within the top 10 in the world for research impact in the field of Education. The Learning Sciences & Assessment Department (LSA) is an interdisciplinary academic department committed to advancing research, teaching, and professional practice in learning sciences, educational technology, and assessment. Through theoretically grounded and methodologically rigorous scholarship, LSA seeks to deepen understanding of how people learn and how learning environments, pedagogies, and technologies can be designed to improve educational outcomes across diverse contexts. LSA brings together complementary expertise spanning learning design, technology-mediated learning, assessment, analytics, and educational innovation. The department offers programmes across initial teacher education and graduate education, and supports the preparation of educators, researchers, and instructional leaders who can design, study, and lead meaningful learning in schools, higher education, and professional settings. Current programmes include: - Master of Arts (Instructional Design and Technologies) - Master of Education (Learning Sciences and Technologies) - Master of Arts in Professional Education (Training and Development) - Master of Teaching - Master of Science (Science of Learning) - Doctor of Education (Technologies and Technology-Mediated Learning Environments) - Doctor of Philosophy (Education) The LSA at the National Institute of Education (NIE), Nanyang Technological University (NTU), Singapore, invites applications for a tenure-track Assistant Professor position in Assessment Literacy and Leadership, and Technology-Enabled Assessment. This position reflects the Department's strategic priority to strengthen its leadership in classroom assessment and assessment literacy, while advancing research and practice in technology-enabled assessment, including emerging developments in AI-supported assessment. We seek a scholar whose work is grounded in classroom assessment theory and practice, and who can extend this foundation into technology-mediated and AI-enabled contexts. The successful candidate will contribute to research, teaching, and programme development that support teachers and educational leaders in designing, enacting, and evaluating high-quality assessment practices. The Department is particularly interested in candidates whose work: - Advances the scholarship, research, and (best) practices in classroom assessment. - Advances assessment literacy and leadership for teachers and educational leaders - Strengthens the design and enactment of assessment for learning, feedback, and formative assessment practices - Examines how technology-enabled assessment can enhance classroom assessment processes and outcomes - Explores the role of AI (including generative AI) as part of technology-enabled assessment, such as in feedback, adaptive assessment, or assessment design - Bridges research, practice, and policy, with relevance to Singapore and the broader Asia-Pacific context Applicants should demonstrate expertise in one or more of the following areas: - Classroom assessment theory, design, and practice, including assessment for learning, feedback, teacher assessment literacy, and instructional leadership - Development of assessment literacy and assessment capacity among teachers and school leaders - Technology-enabled assessment, including digital and e-assessment tools, platforms, and environments for supporting learning and feedback - Use of AI in assessment (e.g., generative AI, automated feedback, adaptive systems) as part of technology-enabled assessment ecosystems - Fairness, equity, and ethical considerations in classroom and technology-mediated assessment - Student engagement, motivation, and affect in assessment and feedback contexts - Use of assessment data and learning analytics to inform teaching and learning - Translation of large-scale or system-level assessment into meaningful classroom practice

Requirements

• For appointment at the Assistant Professor rank:
• A PhD or equivalent qualification in Educational Assessment, Classroom Assessment, Learning Sciences, Educational Psychology, Educational Measurement, Instructional Leadership, or a closely related field
• A clear and developing research agenda in classroom assessment, with extension into technology-enabled assessment, including engagement with AI-supported approaches
• Demonstrated potential to develop and sustain a stro

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