2nd Special Track on Computer-based Knowledge & Skill Assessment and Feedback in Learning Settings (CAF 2009), 23. - 24. September 2009 - Villach, Austria
This special track will take place during ICL 2009 in Villach, Austria
(23-25 September 2009) as a special program 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.
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
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. 2009). 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 2009 Program Committee (preliminary, to be extended)
Dietrich Albert, University of Graz, Austria
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
Diane Salter, University of Hong Kong, China
Sandra Schaffert, Salzburg Research
Forschungsgesellschaft, Austria
Benno Stein, Bauhaus-Universität Weimar, Germany
Daniela Tuparova, South Western University,
Bulgarian
Sandra HelenWilliams, Open University UK, UK
SylviaWong, Aston University, UK
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