00 SES 12, Educational Assessment in an Era of Innovative Learning Technologies: new Challenges, new Solutions?
Hirsh, in her paper titled Benefits and challenges of learning technologies for educational assessment – an overview of 21st century top cited research reviews, presents and discusses tentative results from one an overviews in the project “21st century research on educational assessment – key issues, main messages and omissions”. 300 top-rated 21st century research reviews where assessment of/for students in any part of the formal education system is a central aspect, were included and analyzed in the overview. Among these, as many as 80 reviews address benefits and challenges in the use of modern technologies for learning and assessment as a main theme. Dominating topics as well as theoretical and methodological approaches taken in these 80 reviews are presented, the most important results and main messages are discussed, and issues concerning topics and contexts that are omitted or receive less attention are problematized. Hirsh deliberates on her findings emerging from an ongoing research project, where the methodology SMART/Systematic Mapping and Analysis of Research Topographies is implemented for the purpose of producing overviews on various aspects of teaching. While the most common approach in such overviews is to use specific questions as the point of departure and then systematically gather research which has a bearing on the question asked, the point of departure in the current project is instead to analyze research which has had marked impact on a research field and to ask the question How can research about X be characterized, with respect to, for instance, which topics and theoretical and methodological approaches that dominate (second-order) research about X, what the most important results and main messages are, and which issues and/or contexts that are omitted or receive less attention. A starting point in the project is that it is fruitful to map and analyze the research that the research community itself considers important, wherefore only recognized, high-impact and top-cited research reviews listed in the Web of Science (WoS) are included. The rationale behind choosing these reviews is that their high impact testifies to their importance to the research field. It is assumed, moreover, that since they are important and influential, there is a high probability that they will be successful in identifying challenges in the field and possibly also in presenting ideas on how such challenges can be met in future research as well as in practice.
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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