About this Research Topic
This Research Topic is associated with the EARLI Assessment and Evaluation Special Interest Group, convened in Helsinki on the 29th-31st August 2018. It focuses on benefits and challenges associated with assessment and evaluation within today’s educational field. Meeting the desire for improved constructive learning while at the same time satisfying the demand for institutional reliability and accountability creates manifold expectations for this particular field. This collection aims to explore to what extent these expectations can be met and therefore addresses the need for pedagogically driven models of assessment and electronic assessment that inform policy, support teachers in their work and that allow pupils and students to take more control of their own learning and become more reflective. We are particularly interested in research from kindergarten to university level, which include the following topics (non-exhaustive list):
• Classroom assessment
• Theoretical influences on assessment and evaluation
• Feedback in assessment
• Lifelong learning and assessment
• Socially responsible and effective electronic assessment
• Co-constructing knowledge with collaborative assessment
• New directions for electronic assessment
• Assessment and learning analytics
• Large-scale assessment
Contributions relating to learning analytics and assessment are encouraged.
Important note: To submit an article, the corresponding author must be a registered presenter at EARLI Assessment and Evaluation group 2018.
Please indicate your interest in contributing by submitting an Abstract.
Manuscripts should be submitted directly online, and will be published immediately once accepted in the journal and will additionally be compiled into an E-book after the submission period closes.
Note that contributions to this topic can be of different article types (Original Research, Methods, Hypothesis & Theory, etc.). Please make sure your manuscript conforms to the author guidelines below:
Keywords: EARLI, Assessment, Evaluation, Constructive Learning, Policy