Call for Papers: Computer-based Knowledge & Skill Assessment and Feedback in Learning Settings (CAF 2009)

CAF 2009 – 23. – 24. September 2009 – Villach, Austria

Second Special Track on

Computer-based Knowledge & Skill Assessment and Feedback in Learning Settings (CAF) http://www.iicm.edu/CAF2009

This special track will take place during ICL 2009 in Villach, Austria (23-25 September 2009) as a special programme item.

The Special Track CAF 2009 provides an interdisciplinary forum for international scientists and practitioners to discuss various aspects of computer-based knowledge & skill assessment in learning settings and based on that feedback provision for students and teachers.

The International Conference on Interactive Computer aided Learning (ICL) is an interdisciplinary conference which aims to focus on the exchange of relevant trends and research results as well as the presentation of practical experiences in interactive computer aided learning.

Background

Our modern life at the beginning of the 21st century is strongly influenced by effects such as rapidly changing and developing information, technology-enhanced communication and information access, and new forms of production and services in a globalized world. This situation requires individuals to adapt their skills and competencies. Consequently, educational objectives and societal expectations have changed significantly in recent years. Modern learning settings must consider learning community aspects as well as learner-centered, knowledge-centered and assessment-centered aspects.

By focusing on the assessment, this concept can be further distinguished in (1) summative assessment, performed at the end of a set of learning activities, and (2) formative assessment, which is intended to give continuous feedback to students and teachers. The latter mentioned formative assessment gives information about the current state of knowledge and/or the degree of knowledge acquisition within learning activities.

Assessment is an important component of modern teaching and learning processes in face-to-face courses as well as in e-learning environments; it provides valuable feedback to teachers and students which allows the revision and adaptation of teaching and learning activities. Furthermore, assessment activities and results can also be utilized for building and strengthening metacognitive skills. However, continuous and frequent assessment in learning processes may cause excessive efforts and costs. Therefore, computer-assisted assessment systems (CaAS) and computer-based assessment systems (CbAS) have become of increasing interest over the years. Assessment systems may support parts or the entire chain of the assessment lifecycle. This lifecycle includes authoring and management of assessment items, compilation of specific tests, performance of assessments, and compilation and management results. Additionally, emerging interest in the sharing and re-use of assessment items or compiled assessment tests and the exchangeability of assessment outcomes has resulted in standardization efforts, such as the IMS Question & Test Interoperability Specification (IMS QTI).

The special track will bring together international researchers as well as practitioners from different organisations who will have plenty of time for networking and real-world knowledge sharing.

CAF is interested in novel scientific research, findings from experiments and results form real-life applications. We invite submissions that deal with issues including, but not limited to:

• Aspects of formative and summative assessment
• History and challenges of e-assessment
• Computer-supported assessment rubric
• Computer-based knowledge & skill assessment for individuals and groups
• Computer-supported peer assessment for individuals and groups
• Computer-supported self-assessment and group assessment
• Computer-based student and teacher feedback about knowledge state and acquisition
• Computer-based assessment in adaptive e-learning
• Web 2.0 and assessment & feedback for individual and group learning
• Automated essay grading
• Natural short answer assessment
• Assessment and feedback in computer-based simulations
• Assessment and feedback in game-based learning settings
• Test & training data and evaluation procedures
• Reuse, Interoperability and Standardization
• Security and Privacy

Important Dates

• 21 June 2009: Submission of the full papers (8 pages)
• 31 July 2009: Notification of acceptance
• 31 Aug. 2009: Camera ready version (8 pages)
• 23.-25. Sept. 2009: ICL 2009 Conference

Submission Procedure

File Types: Word for Windows

Language: English (British or US)

Style Guides & Template:
http://www.icl-conference.org/template.doc

Paper Submission System: Please use the Electronic Submission Page
http://www.conftool.com/icl-conference/

In case of problems or questions concerning the submission of papers, please contact the track chairs at
CAF2009@iicm.edu

Notification of Acceptance and Publishing

Accepted papers will be published within the ICL conference proceedings. At least one author has to register within 2 weeks after the notification of acceptance to be included into the conference programme (15. Aug. 2008). Authors fee is applicable only once per paper!

Some authors will be invited to submit extended versions of their paper for publication in the „European Journal of Open and Distance Learning“ (EURODL) or the „International Journal of Emerging Technologies in Learning“ (iJET).

CAF 2009 Chair

Christian Gütl, Graz University of Technology, Austria

CAF 2009 Organization team

Alexander Nussbaumer, University of Graz, Austria

Mohammad Smadi, Graz University of Technology, Austria

CAF 2008 Program Committee (preliminary, invited)

• Dietrich Albert, University of Graz, Austria
• Abdallah Al-Zoubi, Princess Sumaya University for Technology, Jordan
• Vanessa Chang, Curtin University of Technology, Australia
• Peter Dolog, Aalborg University, Denmark
• Heinz Dreher, Curtin University of Technology, Australia
• Samir A. El-Seoud, Princess Sumaya University for Technology, Jordan
• Baltasar Fernández-Manjón, Complutense University of Madrid, Spain
• Catherine P. Fulford, University of Hawaii,USA
• Michael Granitzer, Know-Center Graz, Austria
• Ralf Klamma, RWTH Aachen University, Germany
• Narayanan Kulathuramaiyer, University Malaysia Sarawak, Malaysia
• Stephanie Linek, Universität Graz, Austria
• Bhaskar Mehta, Google, Switzerland
• Sven Meyer zu Eissen, Bayer Business Services, Germany
• Jochen Musch, Universität Düsseldorf, Germany
• Peter Reimann, University of Sydney, Australia
• Diane Salter, University of Hong Kong, China
• Sandra Schaffert, Salzburg Research Forschungsgesellschaft, Austria
• Dirk Schneckenberg, ESC Rennes School of Business, France
• Benno Stein, Bauhaus-Universität Weimar, Germany
• Daniela Tuparov, South Western University, Bulgarian
• Sandra HelenWilliams, Open University UK, UK
• SylviaWong, Aston University, UK

Further Information:

• Information about ICL 2009:
http://www.icl-conference.org/

• Travel Information:
http://www.icl-conference.org/accom.htm

Tourist Informaton:
http://www.villach.at/inhalt/englisch/18271.htm

Thanks to Ralf Klamma, I just copied his version of the call!

Gelesen: Prüfen am PC

Zum E-Assessment gibt es einen eigenen Weblog. Ausführlicher habe ich mir dazu nun eine Veröffentlichung von Michael Kerres, Joachim Rottmann & Jörg Stratmann  angeschaut. Mein Fazit zur Broschüre „Prüfen am PC. Wissenschaftlicher Evaluierungsbericht. PC-Prüfungen im Praxiseinsatz “ (erhältlich für 5 Euro):

kerres„Angesichts der illustren Autoren und der guten Optik der Broschüre überrascht mich die Oberflächlichkeit bei der Recherche und Darstellung des zu evaluierenden Gegenstands. Es ist zwar anzuerkennen, und ich habe auch diese Erfahrung gemacht, dass auch ein aufwändiges Anschreiben und Kontaktieren von Einrichtungen der „zuständigen Stellen“ in der Berufsbildung kaum neue Einsichten zum Einsatz von computergestützten Prüfungen ergibt. Allerdings hätte es nur eine kurze Recherche in einer einschlägigen Fachdatenbank gebraucht, um weitere, durchaus vorhandene computergestützte Prüfungen zu entdecken, die in der beruflichen Bildung in Europa zum Einsatz kommen. Schade auch, dass dieser Evaluationsbericht für mich als interessierte Leserin keinen genauen Einblick in das erlaubt, was da eigentlich evaluiert wurde: Es fehlen Beispielaufgaben, Screenshots und Beschreibungen der Prüfungen.

Wenn die Broschüre dazu beiträgt, dass nach „Einschätzung der Zentralstalle (sic!) für die Weiterbildung im Handwerk und der DIHK-Bildungs-GmbH (…) die Resultate der Erhebung ein klares „Ja“ zu computergestützten Prüfungen“ bedeuten (S. 1), freut mich das. Allerdings kann ich mir (weiterhin) kein klares Bild über die im Projekt entwickelten bzw. evaluierten Prüfungen machen. Schade.“

mehr hier:

  • Schaffert, Sandra (2009). Kerres, Rottmann & Stratmann: Prüfen am PC. In:  elearning-reviews. [to the text]

E-Assessment Grundlagen

Die Unterlagen für den Workshop „Grundlagen des E-Assessment“ an der Uni Wien sind nun im Web. Ich habe sie noch mit ein paar Beispielen von den Beiträgen der Teilnehmer/innen bzw. den Ergebnissen der Gruppenarbeiten  ergänzt … vielen Dank für das interessierte Mitwirken und Diskutieren, mir hat es  Spass gemacht!

Mehr zum Thema im Weblog pruefung.net.

Alle Folien sind freigegeben zum modifizieren, nutzen … CC-linzensiert.

Uni Wien: E-Assessment (5.3.2009)

lehrentwicklung_logoIm Rahmen der „eLearning Qualifizierungs- und Supportangebote der Universität Wien“ werde ich einen Workshop zu „Grundlagen des E-Assessment“ gestalten. Am 5.3.2009 ist es so weit. Der eintägige Workshop ist Teil des Angebots  zur Unterstützung aller Lehrenden der Universität Wien – und es sind wohl noch Plätze zu haben.

Kurs 11:  Grundlagen des eAssessment

Ziele

  • Kritische Auseinandersetzung der TeilnehmerInnen mit Leistungsbeurteilungskriterien ermöglichen
  • Möglichkeiten des eAssessment zur Lernziel- & Leistungsüberprüfung kennen lernen
  • Zusammenhänge zwischen Assessment-Möglichkeiten, Medienwahl, Kommunikationsformen, Verlauf und Ergebnissen erkennen können
  • Verständnis für die Zusammenhänge von Lern- und Studienzielen, Fragestellungen und Lernzielüberprüfung entwickeln

[aus dem Programm]

Seitenblick: Neues vom E-Assessment-Weblog

Neben diesem Weblog schreibe ich – schon länger, aber leider nicht regelmäßig auch im Weblog E-Assessment. Es freut mich sehr, dass ich dort mit Cornelia Rüdel vom E-Learning Center in Zürich und Susanne Gruttmann von der Universität Münster zwei kompetente Mitstreiterinnen gewonnen habe. Auch, damit man erkennt, wer von uns was schreibt, habe ich mir den Auftritt vorgenommen…. so schaut es jetzt aus:

Na, es bleibt weiterhin zu tun …  🙂

Call for Papers: Computer-based Knowledge & Skill Assessment and Feedback in Learning Settings (ICL 2008)

On the next ICL conference a first special track on Computer-based Knowledge & Skill Assessment and Feedback in Learning Settings (CAF) will be offered (25. September 2008 in Villach, Austria). Your contributions are welcomed – deadline: 30th June 2008.

Our modern life at the beginning of the 21st century is strongly influenced by effects such as rapidly changing and developing information, technology-enhanced communication and information access, and new forms of production and services in a globalized world. This situation requires individuals to adapt their skills and competencies. Consequently, educational objectives and societal expectations have changed significantly in recent years. Modern learning settings must consider learning community aspects as well as learner-centered, knowledge-centered and assessment-centered aspects.

By focusing on the assessment, this concept can be further distinguished in (1) summative assessment, performed at the end of a set of learning activities, and (2) formative assessment, which is intended to give continuous feedback to students and teachers. The latter mentioned formative assessment gives information about the current state of knowledge and/or the degree of knowledge acquisition within learning activities.

Assessment is an important component of modern teaching and learning processes in face-to-face courses as well as in e-learning environments; it provides valuable feedback to teachers and students which allows the revision and adaptation of teaching and learning activities. Furthermore, assessment activities and results can also be utilized for building and strengthening metacognitive skills. However, continuous and frequent assessment in learning processes may cause excessive efforts and costs. Therefore, computer-assisted assessment systems (CaAS) and computer-based assessment systems (CbAS) have become of increasing interest over the years. Assessment systems may support parts or the entire chain of the assessment lifecycle. This lifecycle includes authoring and management of assessment items, compilation of specific tests, performance of assessments, and compilation and management results. Additionally, emerging interest in the sharing and re-use of assessment items or compiled assessment tests and the exchangeability of assessment outcomes has resulted in standardization efforts, such as the IMS Question & Test Interoperability Specification (IMS QTI).

The special track will bring together international researchers as well as practitioners from different organisations who will have plenty of time for networking and real-world knowledge sharing.

CAF is interested in novel scientific research, findings from experiments and results form real-life applications. We invite submissions that deal with issues including, but not limited to:

  • Aspects of formative and summative assessment
  • History and challenges of e-assessment
  • Computer-supported assessment rubric
  • Computer-based knowledge & skill assessment for individuals and groups
  • Computer-supported peer assessment for individuals and groups
  • Computer-supported self-assessment and group assessment
  • Computer-based student and teacher feedback about knowledge state and acquisition
  • Computer-based assessment in adaptive e-learning
  • Web 2.0 and assessment & feedback for individual and group learning
  • Automated essay grading
  • Natural short answer assessment
  • Assessment and feedback in computer-based simulations
  • Assessment and feedback in game-based learning settings
  • Test & training data and evaluation procedures
  • Reuse, Interoperability and Standardization
  • Security and Privacy

[to the call for papers]