{"id":39,"date":"2024-04-04T05:25:07","date_gmt":"2024-04-04T02:25:07","guid":{"rendered":"https:\/\/sisu.ut.ee\/icalt2020\/track-14-technology-enhanced-assessment-formal-and-informal-education-teassess\/"},"modified":"2024-04-04T05:25:59","modified_gmt":"2024-04-04T02:25:59","slug":"track-14-technology-enhanced-assessment-formal-and-informal-education-teassess","status":"publish","type":"page","link":"https:\/\/sisu.ut.ee\/icalt2020\/track-14-technology-enhanced-assessment-formal-and-informal-education-teassess\/","title":{"rendered":"Track 14. Technology-enhanced Assessment in Formal and Informal Education (TeASSESS)"},"content":{"rendered":"

\n\tTrack Program Chairs<\/strong>
\n<\/h2>\n
\n
\n\t\t\"\"\n

\n\t\t\tPedro Isaias<\/strong>
\n\t\t<\/h4>\n
\n\t\t\tUniversity of Queensland, Australia
\n\t\t<\/h5>\n
\n\t\t\t(CO-ORDINATOR)
\n\t\t<\/h5>\n<\/div>\n
\n\t\t\"\"\n

\n\t\t\tEduardo Aranha<\/strong>
\n\t\t<\/h4>\n
\n\t\t\tUFRN, Brazil
\n\t\t<\/h5>\n<\/div>\n
\n\t\t\"\"\n

\n\t\t\tDavid Gibson<\/strong>
\n\t\t<\/h4>\n
\n\t\t\tCurtin University, Australia
\n\t\t<\/h5>\n<\/div>\n<\/div>\n

\n\tTrack description and topics of interest<\/strong>
\n<\/h2>\n

\n\tDisruptive 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\u2019 results. Furthermore, sophisticated databases and network technologies hold potential for 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.\n<\/p>\n

\n\t\u00a0\n<\/p>\n

\n\tTopics:\n<\/p>\n

    \n
  • \n\t\tAutomated Feedback to Improve Student Writing\n\t<\/li>\n
  • \n\t\tArtificial Intelligence in Assessment Processes\n\t<\/li>\n
  • \n\t\tNatural Language Processing in Alignment of Curriculum and Assessment\n\t<\/li>\n
  • \n\t\tEnhancing Grading, Scoring and Feedback\n\t<\/li>\n
  • \n\t\tComputational Models of Knowledge and Expertise\n\t<\/li>\n
  • \n\t\tBridging Informal and Formal Learning Outcomes\n\t<\/li>\n
  • \n\t\tEnhancing Team-Based Learning\n\t<\/li>\n
  • \n\t\tGame-based Learning\n\t<\/li>\n
  • \n\t\tVisualization of Learning Processes\n\t<\/li>\n
  • \n\t\tExploratory Research into Technology Enhanced Assessment\n\t<\/li>\n
  • \n\t\tChallenges of Dynamic Learning Analytics\n\t<\/li>\n
  • \n\t\tModeling Cognitive, Behavioral and Emotional Processes in Learning\n\t<\/li>\n
  • \n\t\tNew Tools, Processes and Applications that Enhance Assessment\n\t<\/li>\n
  • \n\t\tTechnology-enhanced Assessment of Deeper Learning\n\t<\/li>\n
  • \n\t\tPeer Assessment Tools and Strategies\n\t<\/li>\n
  • \n\t\tElectronic Forum Analysis and Assessment\n\t<\/li>\n
  • \n\t\tAuthentic Assessments and Digital Environments\n\t<\/li>\n
  • \n\t\tAssessment Technologies\n\t<\/li>\n
  • \n\t\tSecurity and Privacy in eAssessment\n\t<\/li>\n
  • \n\t\tMobile Learning Assessment\n\t<\/li>\n
  • \n\t\tAdaptive Assessment\n\t<\/li>\n<\/ul>\n","protected":false},"excerpt":{"rendered":"

    Track Program Chairs Pedro Isaias University of Queensland, Australia (CO-ORDINATOR) Eduardo Aranha UFRN, Brazil David Gibson Curtin University, Australia Track description and topics of interest Disruptive changes in learning and instruction through emerging technologies require new perspectives for the design …<\/p>\n","protected":false},"author":30,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"_acf_changed":false,"inline_featured_image":false,"footnotes":""},"class_list":["post-39","page","type-page","status-publish","hentry"],"acf":[],"_links":{"self":[{"href":"https:\/\/sisu.ut.ee\/icalt2020\/wp-json\/wp\/v2\/pages\/39","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/sisu.ut.ee\/icalt2020\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/sisu.ut.ee\/icalt2020\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/sisu.ut.ee\/icalt2020\/wp-json\/wp\/v2\/users\/30"}],"replies":[{"embeddable":true,"href":"https:\/\/sisu.ut.ee\/icalt2020\/wp-json\/wp\/v2\/comments?post=39"}],"version-history":[{"count":1,"href":"https:\/\/sisu.ut.ee\/icalt2020\/wp-json\/wp\/v2\/pages\/39\/revisions"}],"predecessor-version":[{"id":206,"href":"https:\/\/sisu.ut.ee\/icalt2020\/wp-json\/wp\/v2\/pages\/39\/revisions\/206"}],"wp:attachment":[{"href":"https:\/\/sisu.ut.ee\/icalt2020\/wp-json\/wp\/v2\/media?parent=39"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}