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Technology Enhanced Assessment

20th International Conference, TEA 2017, Barcelona, Spain, October 5–6, 2017, Revised Selected Papers

  • Conference proceedings
  • © 2018

Overview

Editors:
  1. Eric Ras

    1. Luxembourg Institute of Science and Technology, Esch-sur-Alzette, Luxembourg

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    You can also search for this editor in PubMed   Google Scholar

  2. Ana Elena Guerrero Roldán

    1. Faculty of Computer Science, Multimedia and Telecommunications, Universitat Oberta de Catalunya, Barcelona, Spain

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    You can also search for this editor in PubMed   Google Scholar

Part of the book series: Communications in Computer and Information Science (CCIS, volume 829)

Included in the following conference series:

Conference proceedings info: TEA 2017.

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Table of contents (17 papers)

  1. Front Matter

    Pages I-X
    Download chapter PDF

  2. What Does a ‘Good’ Essay Look Like? Rainbow Diagrams Representing Essay Quality

    • Denise Whitelock, Alison Twiner, John T. E. Richardson, Debora Field, Stephen Pulman
    Pages 1-12

  3. How to Obtain Efficient High Reliabilities in Assessing Texts: Rubrics vs Comparative Judgement

    • Maarten Goossens, Sven De Maeyer
    Pages 13-25

  4. Semi-automatic Generation of Competency Self-assessments for Performance Appraisal

    • Alexandre Baudet, Eric Ras, Thibaud Latour
    Pages 26-39

  5. Case Study Analysis on Blended and Online Institutions by Using a Trustworthy System

    • M. Elena Rodríguez, David Baneres, Malinka Ivanova, Mariana Durcheva
    Pages 40-53

  6. Student Perception of Scalable Peer-Feedback Design in Massive Open Online Courses

    • Julia Kasch, Peter van Rosmalen, Ansje Löhr, Ad Ragas, Marco Kalz
    Pages 54-68Open Access

  7. Improving Diagram Assessment in Mooshak

    • Helder Correia, José Paulo Leal, José Carlos Paiva
    Pages 69-82

  8. A Framework for e-Assessment on Students’ Devices: Technical Considerations

    • Bastian Küppers, Ulrik Schroeder
    Pages 83-95

  9. Online Proctoring for Remote Examination: A State of Play in Higher Education in the EU

    • Silvester Draaijer, Amanda Jefferies, Gwendoline Somers
    Pages 96-108

  10. Student Acceptance of Online Assessment with e-Authentication in the UK

    • Alexandra Okada, Denise Whitelock, Wayne Holmes, Chris Edwards
    Pages 109-122

  11. The Dilemmas of Formulating Theory-Informed Design Guidelines for a Video Enhanced Rubric

    • Kevin Ackermans, Ellen Rusman, Saskia Brand-Gruwel, Marcus Specht
    Pages 123-136

  12. Rubric to Assess Evidence-Based Dialogue of Socio-Scientific Issues with LiteMap

    • Ana Karine Loula Torres Rocha, Ana Beatriz L. T. Rocha, Alexandra Okada
    Pages 137-149

  13. Assessment of Engagement: Using Microlevel Student Engagement as a Form of Continuous Assessment

    • Isuru Balasooriya, M. Elena Rodríguez, Enric Mor
    Pages 150-162

  14. Assessment of Relations Between Communications and Visual Focus in Dynamic Positioning Operations

    • Yushan Pan, Guoyuan Li, Thiago Gabriel Monteiro, Hans Petter Hildre, Steinar Nistad
    Pages 163-175

  15. On Improving Automated Self-assessment with Moodle Quizzes: Experiences from a Cryptography Course

    • Cristina Pérez-Solà, Jordi Herrera-Joancomartí, Helena Rifà-Pous
    Pages 176-189

  16. Pathways to Successful Online Testing: eExams with the “Secure Exam Environment” (SEE)

    • Gabriele Frankl, Sebastian Napetschnig, Peter Schartner
    Pages 190-209

  17. Calculating the Random Guess Score of Multiple-Response and Matching Test Items

    • Silvester Draaijer, Sally Jordan, Helen Ogden
    Pages 210-222

  18. Designing a Collaborative Problem Solving Task in the Context of Urban Planning

    • Lou Schwartz, Eric Ras, Dimitra Anastasiou, Thibaud Latour, Valérie Maquil
    Pages 223-234

  19. Back Matter

    Pages 235-235
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About this book

This book constitutes the proceedings of the 20th International Conference on Technology Enhanced Assessment, TEA 2017, held in Barcelona, Spain, in October 2017. The 17 papers presented were carefully selected from 42 submissions. They are centered around topics like e-learning, computer-assisted instruction, interactive learning environments, collaborative learning, computing education, student assessment.

Chapter "Student perception of scalable peer-feedback design in Massive Open Online Courses" is licensed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/). For further details see license information in the chapter.

Editors and Affiliations

  • Luxembourg Institute of Science and Technology, Esch-sur-Alzette, Luxembourg

    Eric Ras

  • Faculty of Computer Science, Multimedia and Telecommunications, Universitat Oberta de Catalunya, Barcelona, Spain

    Ana Elena Guerrero Roldán

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