00 SES 12, Educational Assessment in an Era of Innovative Learning Technologies: new Challenges, new Solutions?
This proposal for a joint WERA-EERA-session with the title ‘Educational assessment in an era of innovative learning technologies: new challenges, new solutions?’ brings together international research on the question if and in what ways the development of new technologies for teaching and learning affects (positive or negative) educational assessment. New technologies open up a wide range of possibilities to optimize assessment, for example in the context of Large Scale Assessment Studies. Here, new technologies are applied and tested with respect to the quality of testing procedures. One example here is that test participants differ considerably in the time they spend on a task. Individual differences in processing strategies can lead to different performances, i.e. they can influence the measurement and impair its comparability. It is, however, argued that the application of new technologies can control for such factors. Developments like this follow the desire to increase the throughput as well as the quality of assessment. But in the end they stay connected with ‘conventional’ modes of testing as well as their aims and objects. For the proposed symposium we ask the question whether new technologies will lead not only to innovations of the ‘how’ to test, but also of the ‘what’? Can we expect inventions that allow us to, for example, assess the quality of a student’s solution rather than the appropriateness with a prefabricated set of potential correct answers? What will ‘artificial intelligence’ add to future methodologies of educational assessment? Will a ‘human rater’ become superfluous in the future? And how would developments like these affect the traditional, already fragile 'interaction' between teaching, learning and assessment in education? The contributions to the symposium will present state of the art knowledge on new technologies and assessment, associated with critical reflections on the desired and undesirable implications of such developments.
Ball, S. (2002). Reformar escolas, reformar professores e os terrores da performatividade. revista portuguesa de educação, braga, portugal, a./v. 15, n. 2, p. 3-23, 2002. Beck, U. (2009). World at risk. Cambridge: polity press. Bourdieu, P. (2004). Os usos sociais da ciência. São paulo: unesp. Dale, R. (2010). Sociologia da educação e o estado após a globalização. educação e sociedade. campinas, v. 31, n. 113, p. 1099-1120. Chung, G. K. W. K., Redman, E. J. K. H., Schenke, K., Michiuye, J. K., Chang, S. M., & Parks, C. B. (2018). Analytics validation study plan (Deliverable to PBS KIDS). Los Angeles: University of California, Los Angeles, National Center for Research on Evaluation, Standards, and Student Testing. Collier, R. (2010). Memorial and Western are leaders in incorporating technology in med schools. PubMed Central, 182(7): 289–290. doi: 10.1503/cmaj.109-3212 Fernández, F. J., & Fernández, M. J. (2016). Generation Z’s Tea chers and their digital skills. Comunicar, 46, 97-105. Glaser, R. (1963). Instructional technology and the measurement of learning outcomes: Some questions. American Psychologist, 18(8), 519-521. Jonas-Dwyer, D., Clark, C., Celenza, A., & Siddiqui, Z. (2012). Evaluating apps for learning and teaching. International Journal of Emerging Technologies in Learning, 7(1), 54-57. Vendlinski, T., & Stevens, R. (2000). The Use of Artificial Neural Nets (ANN) to Help Evaluate Student Problem Solving Strategies. In B. Fishman & S. O'Connor-Divelbiss (Eds.), Fourth International Conference of the Learning Sciences (pp. 108-114). Mahwah, NJ: Erlbaum.
00. Central Events (Keynotes, EERA-Panel, EERJ Round Table, Invited Sessions)
Network 1. Continuing Professional Development: Learning for Individuals, Leaders, and Organisations
Network 2. Vocational Education and Training (VETNET)
Network 3. Curriculum Innovation
Network 4. Inclusive Education
Network 5. Children and Youth at Risk and Urban Education
Network 6. Open Learning: Media, Environments and Cultures
Network 7. Social Justice and Intercultural Education
Network 8. Research on Health Education
Network 9. Assessment, Evaluation, Testing and Measurement
Network 10. Teacher Education Research
Network 11. Educational Effectiveness and Quality Assurance
Network 12. LISnet - Library and Information Science Network
Network 13. Philosophy of Education
Network 14. Communities, Families and Schooling in Educational Research
Network 15. Research Partnerships in Education
Network 16. ICT in Education and Training
Network 17. Histories of Education
Network 18. Research in Sport Pedagogy
Network 19. Ethnography
Network 20. Research in Innovative Intercultural Learning Environments
Network 22. Research in Higher Education
Network 23. Policy Studies and Politics of Education
Network 24. Mathematics Education Research
Network 25. Research on Children's Rights in Education
Network 26. Educational Leadership
Network 27. Didactics – Learning and Teaching
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