Track 6. Technology-enhanced Assessment in Formal and Informal Education (TeASSESS@ICALT2014)

Track Chairs

Ifenthaler Dirk Ifenthaler, Deakin University, Australia [Coordinator - dirk@ifenthaler.info]
Eseryel Deniz Eseryel, University of Oklahoma, USA
Knezek Gerald Knezek, University of North Texas, USA
Lim Cher Ping Lim, The Hong Kong Institute of Education, Hong Kong
Lin Lin Lin, University of North Texas, USA

Track Program Committee

  • Deniz Eseryel, University of Oklahoma, USA
  • Dirk Ifenthaler, Open Universities Australia, Australia
  • Cher Ping Lim, The Hong Kong Institute of Education, Hong Kong
  • Gerald Knezek, University of North Texas, USA
  • Lin Lin, University of North Texas, USA
  • Mohammad AL-Smadi, Tallinn University, Estonia
  • David Bonner, University of Mary Hardin-Baylor, USA
  • May Chan, Hong Kong Institute of Education, Hong Kong
  • Frank Goldhammer, German Institute for International Educational Research, Germany
  • Samuel Greiff, University of Luxemburg, Luxemburg
  • Vincent Hung, Hong Kong Institute of Education, Hong Kong
  • Mike Keppell, University of Southern Queensland, Australia
  • Ferial Khaddage, Deakin University, Australia
  • Victor Law, University of New Mexico, USA 
  • Ivana Marenzi, Leibniz University Hannover, Germany
  • Leila Mills, University of North Texas, USA 
  • Eugenia Ng, Hong Kong Institute of Education, Hong Kong
  • Scott Warren, University of North Texas, USA
  • Sascha Wüstenberg, University of Luxemburg, Luxemburg

Track Description and Topics of Interest

Disruptive changes in learning and instruction through emerging technologies require new perspectives for the design and development of learning environments. Closely linked to the demand of new approaches for designing and developing learning environments is the necessity for enhancing the design and delivery of assessment systems and automated computer-based diagnostics. These systems need to accomplish specific requirements, such as adaptivity to different subject domains, flexibility for experimental and instructional settings, managing huge amounts of data, rapid and (near) real-time analysis of specific data, immediate feedback for learners, educators and learning designers, as well as generating automated reports of the diagnostics’ results. Further, sophisticated databases and network technologies contribute an especially wide variety of applications for technology-enhanced assessment. Hence, given the recent developments in educational data mining and learning analytics, technology-enhanced assessment may improve on-going learning through providing instant and rich feedback on the current stage of the learning process. This track aims to provide insights into the latest developments of research focusing on technology-enhanced assessment in formal and informal education.

Topics:

  • Technology-enhanced assessment of 21st Century skills
  • Linking learning analytics with technology-enhanced assessment
  • Design and development of technology-enhanced assessments for MOOCs
  • Using games and simulations for assessment in formal and informal education
  • Automated assessment for personalized and adaptive learning environments
  • Automated essay scoring

Important dates about ICALT 2014 submissions can be found here.

The ICALT 2014 Author Guidelines can be found here.

The Track 6 CfP can be downloaded from here: