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Computer Assisted Assessment -- Research into E-Assessment

International Conference, CAA 2014, Zeist, The Netherlands, June 30 -- July 1, 2014. Proceedings

  • Conference proceedings
  • © 2014

Overview

Editors:
  1. Marco Kalz

    1. Welten Institute – Research Centre for Learning, Teaching and Technology, Faculty of Psychology and Educational Sciences, Open University of the Netherlands, Heerlen, The Netherlands

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  2. Eric Ras

    1. Service Science and Innovation Department, Public Research Centre Henri Tudor, Luxembourg-Kirchberg, Luxembourg

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Part of the book series: Communications in Computer and Information Science (CCIS, volume 439)

Included in the following conference series:

Conference proceedings info: CAA 2014.

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Table of contents (16 papers)

  1. Front Matter

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  2. Gauging Teachers’ Needs with Regard to Technology-Enhanced Formative Assessment (TEFA) of 21st Century Skills in the Classroom

    • Ellen Rusman, Alejandra Martínez-Monés, Jo Boon, María Jesús Rodríguez-Triana, Sara Villagrá-Sobrino
    Pages 1-14

  3. Non Satis Scire: To Know Is Not Enough

    • Wilfried Admiraal, Tanja Janssen, Jantina Huizenga, Frans Kranenburg, Ruurd Taconis, Alessandra Corda
    Pages 15-27

  4. The Emergence of Large-Scale Computer Assisted Summative Examination Facilities in Higher Education

    • Silvester Draaijer, Bill Warburton
    Pages 28-39

  5. Functional, Frustrating and Full of Potential: Learners’ Experiences of a Prototype for Automated Essay Feedback

    • Bethany Alden Rivers, Denise Whitelock, John T. E. Richardson, Debora Field, Stephen Pulman
    Pages 40-52

  6. Implementation of an Adaptive Training and Tracking Game in Statistics Teaching

    • Caspar M. Groeneveld
    Pages 53-58

  7. Assessment of Collaborative Problem Solving Using Linear Equations on a Tangible Tabletop

    • Valérie Maquil, Eric Tobias, Samuel Greiff, Eric Ras
    Pages 59-66

  8. Computer Assisted, Formative Assessment and Dispositional Learning Analytics in Learning Mathematics and Statistics

    • Dirk T. Tempelaar, Bart Rienties, Bas Giesbers
    Pages 67-78

  9. Learning Analytics: From Theory to Practice – Data Support for Learning and Teaching

    • Wolfgang Greller, Martin Ebner, Martin Schön
    Pages 79-87

  10. Using Confidence as Feedback in Multi-sized Learning Environments

    • Thomas L. Hench
    Pages 88-99

  11. A Review of Static Analysis Approaches for Programming Exercises

    • Michael Striewe, Michael Goedicke
    Pages 100-113

  12. High Speed High Stakes Scoring Rule

    • Sharon Klinkenberg
    Pages 114-126

  13. Do Work Placement Tests Challenge Student Trainees to Learn?

    • Jelly Zuidersma, Elvira Coffetti
    Pages 127-137

  14. Digital Script Concordance Test for Clinical Reasoning

    • Christof Peeters, Wil de Groot-Bolluijt, Robbert Gobbens, Marcel van Brunschot
    Pages 138-144

  15. Practical Implementation of Innovative Image Testing

    • Corinne Tipker-Vos, Kim de Crom, Anouk van der Gijp, Cécile Ravesloot, M. van der Schaaf, Christian Mol et al.
    Pages 145-148

  16. Where Is My Time? Identifying Productive Time of Lifelong Learners for Effective Feedback Services

    • Bernardo Tabuenca, Marco Kalz, Dirk Börner, Stefaan Ternier, Marcus Specht
    Pages 149-161

  17. Tangible-Based Assessment of Collaborative Problem Solving

    • Eric Tobias, Valérie Maquil, Eric Ras
    Pages 162-165

  18. Back Matter

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  1. Computer Assisted Assessment. Research into E-Assessment

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About this book

This book constitutes the refereed proceedings of the International Conference on Computer Assisted Assessment, CAA 2014, held in Zeist, The Netherlands, in June/July 2014. The 16 revised full papers presented were carefully reviewed and selected from numerous submissions. The papers address issues such as large-scale testing facilities in higher education; formative assessment for 21st century skills; future trends for technology-enhanced assessment; latest advancements of technologies; practical experiences.

Editors and Affiliations

  • Welten Institute – Research Centre for Learning, Teaching and Technology, Faculty of Psychology and Educational Sciences, Open University of the Netherlands, Heerlen, The Netherlands

    Marco Kalz

  • Service Science and Innovation Department, Public Research Centre Henri Tudor, Luxembourg-Kirchberg, Luxembourg

    Eric Ras

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