Conference Programme
Last update: 14 Nov, 2019
Wednesday, 13 Nov
| 08:00 | Registration |
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| Session | Workshop 1 | Workshop 2 | Workshop 3 | Workshop 4 | Workshop 5 |
| Room | Castelo 9 | Castelo 8 | Castelo 6-7 | Castelo 10 | Castelo 4-5 |
| 09:00-16:30 | Is Assessment Fair? Isabel Nisbet and Stuart Shaw |
IRT in R made easy Remco Feskens and Jesse Koops |
Innovative on-screen assessment—exploring item types and paper-to-digital transition Caroline Jongkamp and Rebecca Hamer |
Introduction to Differential Item Functioning (DIF) analysis with R and ShinyItemAnalysis Patrícia Martinková and Adéla Drabinová |
Developing selected response test items Ezekiel Sweiry |
| 18:30-19:00 | Welcome Reception for first time participants |
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| 19:00-20:30 | Welcome Reception for all participants |
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Thursday, 14 Nov
| 08:00 | Registration | ||||||
| 09:00-09:30 | Welcome Addresses Room: Castelo 1-2 |
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| 09:30-10:15 | Keynote Speech Prof. Domingos Fernandes Towards a New Generation of External Assessments: Reflections on a Systematic Literature Review Chair: Jannette Elwood Room: Castelo 1-2 |
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| 10:15-10:45 | Coffee Break | ||||||
| 10:45-11:30 | Keynote Speech Dr. Aisling Keane, KTNRA Winner Formative Assessment in Student Transition to Higher Education – A Sociocultural Perspective Chair: Alex Scharaschkin Room: Castelo 1-2 |
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| 11:30-12:45 | Poster Presentations Chair: Cor Sluijter Location: Castelo 1-2 |
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| 12:45-13:45 | Lunch |
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| Session | Session A Psychometrics I |
Session B Educational Policy |
Session C Test Development I |
Session D Higher Education |
Session E Fairness and Social Justice |
Session AA Assessment of Practical Skills |
Session AAA Reliability |
| Room | Castelo 1-2 | Castelo 9 | Castelo 8 | Castelo 6-7 | Castelo 4-5 | Castelo 10 | Castelo 3 |
| Chair | Amina Afiff | Rebecca Hamer | Lesley Wiseman | Elena Papanastasiou | Stuart Shaw | Stephanie Berger | Anabela Serrão |
| 13:45-14:15 | On IRT models for analysing high tariff items Yaw Bimpeh |
Transforming assessment policy: towards a more socially just approach to policy design and enactment Maria Teresa Florez Petour |
Spoilt for choice? Is it a good idea to let students choose which questions they answer in an exam? Tom Bramley, Victoria Crisp |
Feedback of the external assessment of Higher Education students on the subject of Portuguese Language Patrícia Engrácia, João Oliveira Baptista |
Equity in education within the European Union; A study based on PISA 2015 data Remco Feskens, Cor Sluijter |
Evaluating the impact of qualification reform on students’ practical skills Stuart Cadwallader |
A new standard setting procedure for competency based performances Bas Hemker |
| 14:15-14:45 | Dimensionality in reading comprehension testing. An empirical validation of psychometric divisibility into reading processes. Michael Tengberg |
Making the case for assessment in educational discourses Mary Richardson |
White space in assessment materials – “space to think” or a “waste of space”? Charlotte Stephenson, Bryan Maddox |
The transformation of University admissions practices in England and its impact on A-level - are standards being maintained? Rachel Taylor, Nadir Zanini |
“Fair assessment” in a time of high stakes testing and increasing student diversity in schools: The voice of three Chilean schools from a social justice perspective Tamara Rozas |
Re-heated meals: Revisiting the teaching, learning and assessment of practical cookery in schools. Gill Elliott, Jo Ireland |
Maximising the reliability and role of expert judgement in standard maintaining to account for changes in student performance Milja Curcin, Beth Black |
| 14:45-15:15 | Modeling certainty-based marking on multiple-choice items: psychometrics meets decision theory Qian Wu, Rianne Janssen |
Critical approaches in educational assessment. Graeme Findlay |
Establishing effective test length and cut-scores for formative assessment using informative Bayesian hypotheses Hendrik Straat, Anton Beguin |
Assessment of students with special needs. Challenges, dilemmas and tensions between national regulations and teacher practices. Astrid Gillespie |
Which factors play a role in explaining results on cognitive and practical skills in technology by 14- to 15-year-old students? Lien Willem, Jan Ardies, Jaan Harnisfeger, Rianne Janssen |
Applying different measurement theories to evaluate marker reliability in vocational assessments Zeeshan Rahman |
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| 15:15-15:45 | Coffee Break | ||||||
| Session | Session F Formative Assessment |
Session G Assessing Receptive Skills |
Session H National Tests and Examinations I |
Session I Comparative Judgement I |
Session J On-Screen Assessment |
Session BB Test Development II |
Session BBB Supporting Students´ Performance |
| Room | Castelo 1-2 | Castelo 9 | Castelo 8 | Castelo 6-7 | Castelo 4-5 | Castelo 10 | Castelo 3 |
| Chair | Karen Dunn | Andrew Boyle | Bas Hemker | Mary Richardson | Lenka Fiřtová | Marieke van Onna | Gerry Shiel |
| 15:45-16:15 | Practice of formative assessment in teacher education: case studies of Australia and Vietnam Anh Duong |
Reading and Test-Taking Strategies used in the TOEFL Junior Standard Reading Test: Evidence from Retrospective Think-Aloud Protocols Dina Tsagari, Trisevgeni Liontou |
Post 16 Qualification Reforms: Impacts on mathematics teaching, learning and assessment in England Ben Redmond, Jennie Golding, Grace Grima |
A framework for describing comparability between alternative assessments. Stuart Shaw, Victoria Crisp, Sarah Hughes |
Student engagement with on-screen assessments: A systematic literature review Carla Pastorino |
Developing command terms for assessment of performance and creating in the performing arts Rebecca Hamer, Christina Haaf |
Issues in using low-stakes assessment tools to identify and support at-risk students Guri A. Nortvedt, Andreas Pettersen, Anubha Rohatgi, Karianne Berg Bratting |
| 16:15-16:45 | Student perspectives on formative feedback as part of writing portfolios in higher education Sarah Hoem Iversen, Zoltan Varga, Monika Bader, Tony Burner |
Transformation during assessment: practice effects during the ESLC listening test Andrés Christiansen, Rianne Janssen |
Qualifications Reform in Wales: Opportunities and challenges for high-stakes assessment Oliver Stacey |
Why a Unified Approach to Language Scales Matters: The Case for Comparative Judgement. Rose Clesham, Sarah Hughes |
On-screen assessments for young learners: Considerations for on-screen item type design and usage Sanjay Mistry |
Tests as texts: investigating test questions from a sociolinguistic perspective Filio Constantinou |
Life gets in the way: Resits for students unable to present for high-stakes exams. Damian Murchan, Martyn Ware, Robert Quinn, Fabienne van der Kleij |
| 16:45-17:15 | How summative assessments can be formative: using reading comprehension item data to inform teaching. Jemma Coulton, Anne Kispal |
Automated Scoring of Open-Ended Items for Reading Literacy Assessment in the Russian language Maxim Skryabin, Alina Ivanova |
The Yellow Wallpaper effect: The difficulties of moderating coursework Stephen Holmes, Ellie Keys, Beth Black |
Transforming the marking of extended responses through an understanding of complex judgment processes Ayesha Ahmed |
The use of touchscreen vs. standard devices for marking high-stakes exams Sarah Hughes, Martina Kuvalja |
Quality criteria for assessment design Paul Newton |
Recommending learning materials to resit exam candidates using collaborative filtering Eva de Schipper, Remco Feskens, Jos Keuning, Bernard Veldkamp |
| 18:30-19:00 | Meet & Greet Doctoral Event | ||||||
| 19:00-20:30 | Event for members holding accreditation | ||||||
Friday, 15 Nov
| 08:30-09:00 | Business meeting SIG eAssessment | Information about the AEA-E accreditation system | |||||
| Room | Castelo 3 | Castelo 10 | |||||
| Session | Session K International Surveys I |
Session L Assessing Mathematics I |
Session M Students´ "Voice" in Assessment |
Session N Statistical Approaches to Assessment |
Session O E-Assessment |
Session CC Assessment of Hard to Measure Skills |
Session CCC Perceptions of GCSE |
| Room | Castelo 1-2 | Castelo 9 | Castelo 8 | Castelo 6-7 | Castelo 4-5 | Castelo 10 | Castelo 3 |
| Chair | Beth Black | George MacBride | Sara Hughes | Nico Dieteren | Yaw Bimpeh | Tom Bramley | Thierry Rocher |
| 09:00-09:30 | Transforming marking practice: the case of TIMSS 2019 Grace Grima, Mary Richardson, Tina Isaacs |
MathemaTIC’s Mini-Summative Assessments: Transforming Assessments in Digital Learning Pathways for Mathematics Frauke Kesting, Carole Frieseisen, Filipe Lima da Cunha, Jacob Pucar |
Students as stakeholders in the development of new assessment systems: A case study from Scotland Shakeh Manassian |
Rurality and educational attainment in Northern Ireland: A multilevel analysis Gemma Cherry |
Modeling the construct in a computerized performance-based assessment of ICT literacy Georgy Vasin, Svetlana Avdeeva |
Measuring critical thinking through innovative assessment: An investigation of the dimensionality Irina Uglanova |
Teacher interpretations of GCSE specifications: transformational knowledge in the classroom - studying a novel Jenny Smith |
| 09:30-10:00 | The Test-Taking Behaviour of Irish Students in PISA 2015 and 2018: student engagement, interest, and concentration in computer-based assessment. Caroline McKeown, Sylvia Denner |
MathemaTIC – using digital assessment to inform teachers of how students construct meaning in problem-solving. Amina Afif, Franck Salles |
SQA Mental Health and Wellbeing Awards: meeting societal need with flexible learning and assessment Jen Morrison, Elaine McFadyen |
Measuring and Correcting the ‘Sawtooth Effect’ in a First Award Elena Mariani |
The INVALSI computer-based assessment: psychometric challenges and opportunities in test design and score reporting Marta Desimoni, Donatella Papa, Cristina Lasorsa, Rosalba Ceravolo, Antonella Costanzo, Angela Verschoor |
Assessment of problem-solving skills Martina Kuvalja, Stuart Shaw, Sarah Mattey, Giota Petkaki |
Teacher perceptions and experiences of the Non-Examination Assessment component of GCSEs in Wales: An exploration of fairness within the context of curriculum reform. Rachael Sperring, Kerry Jones |
| 10:00-10:30 | Profiles of student motivation variables in grade-four TIMSS mathematics Michalis Michaelides, Gavin Brown, Hanna Eklöf, Elena Papanastasiou, Militsa Ivanova, Anastasios Markitsis |
Tracking test motivation in low-stakes large-scale assessment: the case of the National Reference Test (NRT) in England Ming Wei Lee |
Exploratory Factor Analysis of the 2018 British Columbia Student Learning Survey Todd Milford, Victor Glickman, John Anderson |
Transforming national examinations from paper and pen to an online mode of delivery: how easy is it? Egypt 2019 - a case study David McVeigh |
Unpacking the difficulty of GCSE Modern Foreign Language questions by combining subject expert ratings and objective item features Tim Stratton, Nadir Zanini |
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| 10:30-11:00 | Coffee Break | ||||||
| Session | Discussion Group 1 | Discussion Group 2 | Discussion Group 3 | ||||
| Room | Castelo 1-2 | Castelo 9 | Castelo 8 | ||||
| 11:00-12:00 | Reforming national examination systems: Assessing new competences emphasizing interdisciplinary learning, student collaboration and creativity Sverre Tveit, Christian Lundahl |
Transforming Assessment: How can digitalisation of high-stakes assessment enhance social inclusion through improved educational outcomes? Irene Custodio, Kevin Mason, Grace Grima, Ellen Barrow |
Assess@Learning - digital formative assessment in classrooms: A European Project Jannette Elwood, Kay Livingston |
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| 12:00-13:00 | General Assembly | ||||||
| 13:00-14:00 | Lunch | ||||||
| Session | Session P Language Issues in Assessment |
Session Q Psychometrics II |
Session R School Improvement |
Session S International Surveys II |
Session Y Validity and Validation |
Session DD Comparative Judgement II |
Session DDD Educational Approaches to Assessment |
| Room | Castelo 1-2 | Castelo 9 | Castelo 8 | Castelo 6-7 | Castelo 4-5 | Castelo 10 | Castelo 3 |
| Chair | Isabel Nisbet | Tim Oates | Angela Verschoor | Anton Béguin | Caroline Jongkamp | Saskia Wools | Ayesha Ahmed |
| 14:00-14:30 | Secondary school foreign language qualifications in England through the lens of the Common European Framework of Reference for Languages (CEFR): are assessment standards too high? Milja Curcin, Beth Black |
Equating by pairwise comparisons Marieke Van Onna, Tecla Lampe |
Developing a framework for school level data driven decision making to improve student achievements Pavels Pestovs, Dace Namsone, Ilze Saleniece |
Learning for or learning from PISA? Developing a tailor-made training course for sustainable transformation of education and assessment towards 21st century functional literacy Nico Dieteren |
Assembled Validity: The Case of ILSAs Bryan Maddox, Bruno D Zumbo, Camilla Addey |
A Comparative Judgement Approach to the Large-Scale Assessment of Primary Writing in England Christopher Wheadon, Daisy Christodoulou, Patrick Barmby |
Adapting the Cognitive Abilities Test (CAT4) to support teaching and learning in Chinese classrooms Bernadetta Brzyska |
| 14:30-15:00 | Modern languages qualifications in Northern Ireland: student and teacher perceptions of difficulty, grading and decision-making Leanne Henderson, Janice Carruthers, Ian Collen |
Balancing between psychometric validity and content validity: the case of differential item functioning for gender in a national assessment of French as a foreign language Koen Aesaert, Jo Denis, Karen Van Renterghem |
Performance evaluation in Nazarbayev intellectual schools: evidence from school inspections Raigul Kakabayeva, Gulmira Zhailauova, Gulnar Kurmanbayeva, Olga Mozhayeva |
Language effects in PIRLS 2016: Towards a more thorough analysis of differential item functioning Yasmine El Masri, Joshua McGrane |
Validation of the student selection system used for Nazarbayev Intellectual schools Aigul Jandarova, Zamira Rakhymbayeva, Aidana Shilibekova, Olga Mozhayeva |
Moderation of non-exam assessments: a novel approach using comparative judgement Lucy Chambers, Sylvia Vitello, Carmen Vidal Rodeiro |
What do student skills assessments tell us about performance gaps by gender? Marianne Fabre, Lea Chabanon, Thomas Portelli-Tronville |
| 15:00-15:30 | The CEFR as an assessment tool for learner linguistic and content competence: assisting learners in understanding the language proficiency needed for specific content goals in the CLIL classroom. Stuart Shaw |
How Can We Use Item Response Times in the Low Stakes Testing? Ideas on Reliability, Cross-National Comparability, and Responses Classification Denis Federiakin |
Preparing for high-stakes assessment of aspirational curricula: the role of educative resources Alistair Hooper, Jennie Golding, Grace Grima |
Transforming Teaching, Learning and Assessment though TIMSS Elena Papanastasiou, Maria Evagorou |
Enhancing assessment validity through the use of animated videos: An experimental study comparing text-based and animated situational judgement tests Anastasios Karakolidis, Michael O'Leary, Darina Scully |
Judges’ considerations in assessing children’s writing in a comparative judgement process Patrick Barmby, Daisy Christodoulou, Christopher Wheadon |
Two centuries of ‘cram’ – a history of cramming in UK educational assessment. Lydia May Townsend |
| 15:30-16:00 | Coffee Break | ||||||
| Session | Ignite Session | Symposium | Symposium | Symposium | Symposium | ||
| Room | Castelo 1-2 | Castelo 9 | Castelo 8 | Castelo 6-7 | Castelo 4-5 | ||
| Chair | Andrej Novik | ||||||
| 16:00-17:00 | Guidelines for formative tests in the classroom based on memory research Desirée Joosten - ten Brinke, Kim Dirkx, Gino Camp |
The rare but persistent problem of errors in examination papers and other assessment instruments Irenka Suto, Paul Newton, Joanna Williamson, Sylvia Vitello, Nicky Rushton |
Large Scale Digital Exams in Dutch Intermediate Vocational Education: Lessons Learned Marcel Claessens, Peter Hakvoort, Maaike Beuving, Marieke Van Onna, Rolf Vegar Olsen, Cor Sluijter |
Developing, Analysing and Using: The Experience of the Scottish National Standardised Assessments and their Focus on Supporting Teachers Sarah Richardson, Helen Claydon, Bethany Davies, Sladana Krstic, Anaghaa Wagh |
Progression: Everyone is a Learner George MacBride, Jannette Elwood, Ernest Spencer, Kara Makara, Janine Barnes, David Stacey |
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| How can we tell if it is valid? Using operational data to build an argument for validity. Kevin Mason |
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| Reflex: A generic app for evaluation and monitoring of formative assessments Hendrik Straat, Romy Noordhof |
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| Getting out of their heads – using concept maps to elicit teachers’ assessment literacy Martin Johnson, Victoria Coleman |
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| Accelerating Innovations in Technology-Based Assessment Mark Molenaar |
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| Micro-Analysis in Large-Scale Assessment Bryan Maddox |
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| 17:00-18:20 | Using PISA process data for evaluating the validity of self-reported test-taking effort and the impact of low effort on item performance Hanna Eklöf, Peter Fjällström |
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| Enhancing Learning and Assessment Systems via Continuous Tracking of Practice Assessment Analytics & Personalized Resource Recommendations Alina von Davier |
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| Do classroom assessment scores affect future academic outcomes? Jennifer Vinas-Forcade, Cindy Mels, Martin Valcke, Ilse Derluyn |
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| What happens when assessments are digitalised? Anna Lind Pantzare |
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| Combining proficiency measurement and mastery evaluation Anton Beguin, Hendrik Straat |
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| The importance of establishing the validity of assessments in educational experiments Andrew Boyle |
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| Redefining Student Success Tanya Kolosova |
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| 19:00-23:00 | Conference Dinner | ||||||
Saturday, 16 Nov
| Session | Session T Assessing Mathematics II |
Session U Psychometrics III |
Session V International Surveys III |
Session W Policy |
Session X Assessment and Teachers´ Practice |
Session EE National Tests and Examinations II |
Session EEE National Tests and Educational Change |
| Room | Castelo 1-2 | Castelo 9 | Castelo 8 | Castelo 6-7 | Castelo 4-5 | Castelo 10 | Castelo 3 |
| Chair | Grace Grima | Guri A. Nortvedt | Jean-Pierre Jeantheau | Paul Newton | Roger Murphy | Rose Clesham | Sandra Johnson |
| 09:00-09:30 | Assessing mathematics competence in Design and Technology: policy intentions and practical outcomes Cesare Aloisi, Gemma O'Brien, Sarah Carter, Stephen Wooding |
Looking beyond the test scores: Latent motivational profiling of teenage English language learners from four country contexts Karen Dunn |
What do international large-scale assessments tell us about high achievement in mathematics and science, with specific reference to Ireland and some comparison… Vasiliki Pitsia, Michael O'Leary, Gerry Shiel, Zita Lysaght |
The ‘grey history’ of assessment: understanding the origins of England’s new model of assessment of practical work in Science Tim Oates |
Corpus-based teaching practices & classroom-based assessment: putting theory into practice Trisevgeni Liontou |
Age-standardising on-demand tests: Is there an effect of “learning time”? Ben Smith |
External evaluation as a tool for school development: how do Flemish teachers and school leaders engage with school-level feedback from large-scale national assessments? Evelyn Goffin, Mieke Heyvaert, Isabel Laenen, Rianne Janssen, Jan Vanhoof |
| 09:30-10:00 | The Nordic student experience: How do students in Finland, Norway and Sweden experience instructional quality in Language Arts and Mathematics? Astrid Roe, Marte Blikstad-Balas, Michael Tengberg |
Screening System for Professional Training Programs for Israeli School Principals: Development, Operation, and Validation Avital Moshinsky, David Ziegler, Lisa Levy, Revital Nachum, Itay Soudry, Anat Shirazi, Helena Kimron, Hani Shilton |
Relationships between 15-year olds’ access to technology, perceived competence, autonomy and attitudes to ICTs, and their performance on PISA 2015 science in Ireland Sarah Mc Ateer, Lynsey O'Keeffe, Gerry Shiel, Caroline McKeown |
Irish Primary Teachers' Use of and Attitudes to Standardised Achievement Testing in English Reading and Mathematics Zita Lysaght, Deirbhile Nic Craith, Michael O'Leary |
Assessment Literacy – How does being an examiner enhance teachers’ understanding of assessment? Victoria Coleman, Martin Johnson |
Exploiting the longitudinal data from exhaustive assessments to measure skills and progress during the first years of schooling. Marianne Fabre, Thomas Portelli-Tronville, Léa Chabanon |
Census evaluation as a tool to support educational change: the case of Science education in Peru Yoni Arámbulo Mogollón, Carmen Maribel Carpio, Caroline Jongkamp |
| 10:00-10:30 | Investigation of Heterogeneity in Mathematics Abilities across Compulsory School through Vertical Scaling Stéphanie Berger, Laura Helbling, Martin J. Tomasik, Urs Moser |
Validity and Validation of Formative Assessment Saskia Wools |
The ability to read numbers: A universal measure? Elena Kardanova, Dmitrii Kholiavin, Peter Tymms, Christine Merrell |
Understanding educators’ classroom assessment needs: Using human-centered design principles to establish an assessment use case Leanne Ketterlin Geller, Tina Barton, Lindsey Perry |
Predicting grades in external summative assessment of graduates: example from Nazarbayev Intellectual Schools Daulet Shadiyev, Zamira Rakhymbayeva, Yerbol Almenov |
Implementation of a Pupil Monitoring System on Curaçao to enhance learning outcomes Wil Knappers, Esther Padilla-Bomberg, Frans Kleintjes, Servaas Frissen |
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| 10:30-11:00 | Coffee Break | ||||||
| 11:00-11:45 | Keynote Speech Prof. Xavier Gimenéz – Universitat de Barcelona, Spain Improving student’s performance with Active Learning Chair: Rolf V. Olsen Room: Castelo 1-2 |
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| 11:50-12:35 | Keynote Speech Prof. Kadriye Ercikan – Educational Testing Service, USA Using Response Process Data for Informing Group Comparisons Chair: Christina Wikström Room: Castelo 1-2 |
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| 12:35-13:00 | Awards and Closing Session Room: Castelo 1-2 |
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| 13:00-14:00 | Lunch | ||||||