ACM SIGCHI General Interest Announcements (Mailing List)


Options: Use Forum View

Use Monospaced Font
Show Text Part by Default
Show All Mail Headers

Message: [<< First] [< Prev] [Next >] [Last >>]
Topic: [<< First] [< Prev] [Next >] [Last >>]
Author: [<< First] [< Prev] [Next >] [Last >>]

Print Reply
Carlo Giovannella <[log in to unmask]>
Reply To:
Carlo Giovannella <[log in to unmask]>
Fri, 17 Apr 2015 15:11:20 +0200
text/plain (162 lines)
Apologize for unintended cross-mailing

Special Issue on
"Technology-enhanced assessment: Agency change in the educational eco-system"

to be published at the
Interaction Design and Architecture(s) Journal (IxD&A)
(ISSN 1826-9745, eISSN 2283-2998)

Guest Editors:
• Marco Kalz, Open University of the Netherlands, The Netherlands
• Eric Ras, Luxembourg Institute of Science and Technology, Luxembourg
• Denise Whitelock. The Open University, UK

Important dates:
*** Deadline:*15 May, 2015*  ***
Other important dates:
• Notification to the authors: 20 June, 2015
• Deadline for submission of the final camera ready version of accepted papers: 20 July, 2015
• Publication of the special issue: end of August 2015


Today, learning often occurs collaboratively in learner networks, formal learning
is combined with informal learning, and learners use, for example, personalised
and personal learning environments adapted to their needs and preferences.
While our learning environments have progressed with the help of technology,
assessment practices are often reproducing traditional power relations and
do not provide more control for the learner enabling self-directed learning.
While in the literature often an ‘agency change’ in the educational eco-system
is proposed, in practice this agency change is often not happening.
While many e-assessment technologies are still rooted in an old testing paradigm
triggered by the institution or the teacher, new approaches need to strife for an
agency change towards the learners as the trigger of feedback and assessment processes
need to enable self-regulated learning.
Modern and innovative technologies for technology-enhanced assessment show one or more
of the following aspects:

1. Flexible timing: Future assessment and feedback needs to be available when needed
by the learner and must avoid disturbing the learner in the learning process.
Furthermore, timing depends on the learner’s characteristics (e.g., performance level,
goal orientation level) and the complexity of the task.
2. Automation: To avoid an overload of teachers and learners automation is important.
Automation can happen at design time of the assessment, during run-time
(i.e., solving the test item including feedback mechanism, during scoring,
or even after the feedback has been provided. Scoring is meant to be the evaluation
of the student’s answer to an assessment item whereas the last category of automation
refer to identifying the utilisation of feedback.
3. Adaptivity/Adaptability: Assessment and feedback needs to be adaptive towards
the individual and his state of knowledge and other preferences.
Adaptability means that the personalisation are controlled and steered by the user (i.e., user-driven).
Adaptivity means that the system controls the personalisation (i.e., system-driven).
4. Data triangulation: Scoring and rich feedback need to combine data from different sources.
5. Continuity and dialogue: Feedback and assessment needs to be a continuous process
and not restricted to ongoing courses or the schedule of the study year.
A continuous dialogue between teachers, learner, peers and systems is essential.
This special issue will focus on innovative technologies with the potential to contribute
to the agency change in the educational eco-system. The issue will bring together contributions
in TEL that deal with approaches and innovative assessment technologies that support the transition
from current assessment scenarios towards the development of novel forms of e-assessment through
which different types of knowledge and skills are evaluated, continuous feedback is provided,
and students are more engaged in the learning process. Contributions are expected in the area of TEL
from different fields (technology-based assessment, educational measurement, IT&TEL, pedagogy,
teacher education, educational psychology, etc.), which provide insights into how future assessment
could enhance motivation and learning in TEL environments.

Topics of Interests

Include but are not limited to the following topics:
• formative assessment in adaptive systems
• formative assessment for users with special needs
• formative assessment for 21st Century skills
• mobile assessment
• feedback technologies
• integrated e-assessment, embedded assessment
• location-based/context aware educational feedback
• (automated) item design and generation
• automated analysis of open answers
• alignment of formative and summative feedback
• peer-assessment
• learning analytics for assessment purposes
• standard-conform e-assessment, flexible e-assessment, interoperable e-assessment
• e-assessment in complex learning - i.e. collaborative learning, serious games, 3D worlds and digital stories, discussion forums
• learning analytics and assessment
• assessment rubrics
• new interaction modalities for assessment and feedback
The target audience for this special issue is broad and includes educational researchers,
psychometricians, computer scientists but also experts from other domains that
focus on technology-enhanced assessment.

Formative assessment, eAssessment, technology-enhanced assessment, feedback loops,
self-directed learning, agency change.

Submission procedure
The manuscripts should be submitted either in .doc or in .rtf format.

All papers will be blindly peer-reviewed by at least two reviewers.
Authors are invited to submit a 8-14 pages paper
(including authors' information, abstract, all tables, figures, references, etc.).
The paper should be written according to the IxD&A authors' guidelines

Authors' guidelines
Link to the paper submission page: (when submitting the
paper please choose Domain Subjects under: "IxD&A special issue:
'Technology Enhanced Assessment')

More information on the submission procedure and on the characteristics
of the paper format can be found on the website of the IxD&A Journal
where information on the copyright policy and responsibility of authors,
publication ethics and malpractice are published.

For scientific advices and for any query please contact the guest-editors:

• marco[dot]kalz [at] ou [dot] nl
• eric[dot]ras[at] list [dot] lu
• denise[dot]whitelock [at] open [dot] ac [dot] uk

marking the subject as: "' IxD&A special issue on: 'Technology Enhanced Assessment' "


Still some slots available for IxD&A Special Issues and Focus Section to be published in 2016


    For news of CHI books, courses & software, join CHI-RESOURCES
     mailto: [log in to unmask]

    To unsubscribe from CHI-ANNOUNCEMENTS send an email to
     mailto:[log in to unmask]

    For further details of CHI lists see