Track 6. Technology-enhanced Assessment in Formal and Informal Education (TeASSESS@ICALT2017)

Track Program Chairs


Track Description and Topics of Interest:

Disruptive changes in learning and instruction through emerging technologies require new perspectives for the design and development of learning environments. Closely linked to the demand of new approaches for designing and developing learning environments is the necessity for enhancing the design and delivery of assessment systems and automated computer-based diagnostics. These systems need to accomplish specific requirements, such as adaptivity to different subject domains, flexibility for experimental and instructional settings, managing huge amounts of data, rapid and (near) real-time analysis of specific data, immediate feedback for learners, educators and learning designers, as well as generating automated reports of the diagnostics’ results. Further, sophisticated databases and network technologies contribute an especially wide variety of applications for technology-enhanced assessment. Hence, given the recent developments in educational data mining and learning analytics, technology-enhanced assessment may improve on-going learning through providing instant and rich feedback on the current stage of the learning process. This track aims to provide insights into the latest developments of research focusing on technology-enhanced assessment in formal and informal education.


  • Linking learning analytics with technology-enhanced assessment
  • Design and development of technology-enhanced assessments for MOOCs
  • Automated assessment for personalized and adaptive learning environments
  • Using games and simulations for assessment in formal and informal education
  • Technology-enhanced assessment of 21st Century skills
  • Automated essay scoring
  • Digital Badges and microcredentials and their relation to assessment
  • Serious games analytics in formal and informal education

Track Program Committee

Taleb-Bendiab Azzelarabe, Liverpool John Moores University, UK

Nicole Bellin-Mularski, University of Potsdam, Germany

Chris Bigenho, Greenhill School, USA

David Bonner, University of Mary Hardin-Baylor, USA

May Chan, Education University of Hong Kong, Hong Kong

Jody Clarke-Midura, Utah State University, USA

Eva Dobozy, Curtin University, Australia

Sara de Freitas, Murdoch University, Australia

Jan Delcker, University of Mannheim, Germany

Liping Deng, Hong Kong Baptist University, Hong Kong

Benjamin E. Erlandson, Essential Complexity, USA

Andrew Fluck, University of Tasmania, Australia

Maree Gosper, Macqurie University, Australia

Samuel Greiff, University of Luxemburg, Luxemburg

Holly Henry, University of Missouri, USA

Vincent Hung, Education University of Hong Kong, Hong Kong

Tristan E. Johnson, Northeastern University, USA

Greg Jones, University of North Texas, USA

Ferial Khaddage, Deakin University, Australia

Gerald Knezek, University of North Texas, USA

Ming Lai, Education University of Hong Kong, Hong Kong

Victor Law, University of New Mexico, USA

Jennifer Lee, University of North Texas, USA

Lin Lin, University of North Texas, USA

Dana-Kristin Mah, University of Potsdam, Germany

Ivana Marenzi, Leibniz University Hannover, Germany

Leila Mills, Saint Edwards University, USA

Eugenia Ng, Hong Kong Institute of Education, Hong Kong

Cathie Norris, University of North Texas, USA

Michael Roll, University of Mannheim, Germany

Clara Schumacher, University of Mannheim, Germany

Daniel Schön, University of Mannheim, Germany

William Stowe, Kilgore College, USA

Scott Warren, University of North Texas, USA

Mary Webb, Kings College London, UK

Important Dates about ICALT 2017 can be found here.

The ICALT 2017 Author Guidelines can be found here.

The ICALT 2017 CfP can be found here.