Conference Programme

Last update: 14 Nov, 2019

Wednesday, 13 Nov

Session Workshop 1 Workshop 2 Workshop 3 Workshop 4 Workshop 5
Room Castelo 9 Castelo 8 Castelo 6-7 Castelo 10 Castelo 4-5

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

Welcome Reception for first time participants
Welcome Reception for all participants

Thursday, 14 Nov

08:00 Registration
09:00-09:30 Welcome Addresses
Room: Castelo 1-2
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
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
11:30-12:45 Poster Presentations
Chair: Cor Sluijter
Location: Castelo 1-2


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
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
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
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
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
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
How can we tell if it is valid? Using operational data to build an argument for validity.
Kevin Mason
Reflex: A generic app for evaluation and monitoring of formative assessments
Hendrik Straat, Romy Noordhof
Getting out of their heads – using concept maps to elicit teachers’ assessment literacy
Martin Johnson, Victoria Coleman
Accelerating Innovations in Technology-Based Assessment
Mark Molenaar
Micro-Analysis in Large-Scale Assessment
Bryan Maddox
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
Enhancing Learning and Assessment Systems via Continuous Tracking of Practice Assessment Analytics & Personalized Resource Recommendations
Alina von Davier
Do classroom assessment scores affect future academic outcomes?
Jennifer Vinas-Forcade, Cindy Mels, Martin Valcke, Ilse Derluyn
What happens when assessments are digitalised?
Anna Lind Pantzare
Combining proficiency measurement and mastery evaluation
Anton Beguin, Hendrik Straat
The importance of establishing the validity of assessments in educational experiments
Andrew Boyle
Redefining Student Success
Tanya Kolosova
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
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
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
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
12:35-13:00 Awards and Closing Session
Room: Castelo 1-2
13:00-14:00 Lunch