Track 6. Technology-enhanced Assessment in Formal and Informal Education (TeASSESS@ICALT2016)

Track Chairs

Gibson David Gibson, Curtin University, Australia
Ifenthaler Dirk Ifenthaler, Open Universities Australia, Australia [Coordinator - dirk@ifenthaler.info]
tseng Shian-Shyong Tseng, Asia University, Taiwan

Track Program Committee

  • Andrew Fluck, University of Tasmania
  • Clara Schumacher, University of Mannheim, Germany
  • Dana-Kristin Mah, University of Potsdam, Germany
  • David Bonner, University of Mary Hardin-Baylor, USA
  • David Gibson, Curtin University, Australia
  • Ferial Khaddage, Deakin University, Australia
  • Holly Henry, University of Missouri, USA
  • Ivana Marenzi, Leibniz University Hannover, Germany
  • Jan Delcker, University of Mannheim, Germany
  • Leila Mills, University of North Texas, USA
  • Lin Lin, University of North Texas, USA
  • Liping Deng, Hong Kong Baptist University, Hong Kong
  • Mary Webb, Kings College London, UK
  • May Chan, Hong Kong Institute of Education, Hong Kong
  • Nicole Bellin-Mularski, University of Potsdam, Germany
  • Sara de Freitas, Murdoch University, Australia
  • Scott Warren, University of North Texas, USA
  • Taleb-Bendiab Azzelarabe, Liverpool John Moores University, UK
  • Vincent Hung, Hong Kong Institute of Education, Hong Kong

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:

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

Important dates about ICALT 2016 submissions can be found here.

The ICALT 2016 Author Guidelines can be found here.

The Track 6 CfP can be downloaded from here: