ASSESSMENT 2004
Raising Standards in Formative and Summative Assessment
Beyond Intuition

Welcome General Information Tourist information
Programme Call for Proposals Keynote Speakers
Payment/Conditions Registration
Guidelines for Presentations Organizing Committee Contact


Call for Proposals

Table of contents

Submissions, which will be fully refereed by an academic panel drawn from the EARLI SIG, the University of Northumbria and University of Bergen are invited in the following areas:

  • Formative assessment
  • Summative assessment
  • Assessment strategies balancing formative and summative assessment
  • The impacts of assessment on learning and teaching
  • Self, peer and co-assessment
  • Portfolio assessment
  • Validity and professional judgement
  • Implementation strategies
  • Conceptions of learning and assessment
  • E-learning and e-assessment

Electronic submission

We are using the CyberChair conference submission system to handle paper, symposium and poster submission. After you have read through the following items, please click on the hyperlink below each category of submissions. Then you will get detailed instructions about the electronic submission process and a link to the conference submission form.

Format of Sessions

Paper sessions

In paper sessions researchers will be able to present research projects and findings. Each presenter will have maximum 20 minutes for presentation and at least 10 minutes for discussion. Alternatively there will be 30 minutes for discussion at the end of the session.

Submission closed

Symposia

Symposia provide an opportunity to examine one topic more deeply. Symposium sessions are directed by one chair, with three presenters from at least two different countries, and one or two discussants. The purpose of a symposium is to bring together researchers and educational professionals who study specific themes from different perspectives. Themes could be international differences in assessment policies and practices, micro/macro perspectives on assessment, methodological challenges or other issues. Other suggestions for symposia themes are welcome.

Symposium proposals should include:

  1. A description of the issues and their importance (1000 words max.).
  2. A plan for how the sessions will be organised (sessions will be 90-minutes in length).
  3. Abstract of all participants´ presentations.
Submission closed

Contact person for questions about symposium: Anton.Havnes@adm.hio.no

Posters

Text and graphic presentations describing original research and/or evidence based practice are welcome. These should be formatted to fit a space of approximately one metre. This accommodates the conventional A1 sized poster (59.4cm x 84cm). Posters will be available on display throughout the conference and there will be designated times for informal discussion of the work displayed.

Submission closed

Submission Details

The submission of proposals will be web based. Submission details will be published on this site by November 1.

Format of Proposals

Each proposal should state the paper's title. It should clearly indicate the particular conference themes it is addressing. The word limit is 500 words, except for symposium proposals (1000 words).

The conference language is English. Proposals, including papers organised in symposia, will be fully refereed.

You are asked to indicate the nature of discussion which you wish to stimulate through your paper:

a) Research
Discussion is likely to focus on research methodologies, comparison with previous research or alternative approaches to researching the topic, further research questions stimulated by the paper

b) Practice
Discussion is likely to focus on the implications of your analysis for the practice of assessment in educational settings, problems and benefits that may arise, practical experience and understandings which further illuminate the issues raised.

Submission Deadlines

Proposals for paper, symposium, paper organised in symposium and poster should be submitted by 27 January 2004. If you do not get an email acknowledgement, please contact assessment2004@uib.no. You will be notified of acceptance/non acceptance by 12 March 2004.

Review Process

All submissions will be reviewed anonymously by peer reviewers with relevant expertise selected by the Conference Programme committee, who will make the final decisions.

Peer reviewers will be applying the following 6 criteria to proposals:

  1. Novelty and innovative value
  2. Accuracy of problem description
  3. Contextualisation of the work (Is there a contextualisation of the work in research literature? Is there an appropriate conceptual rationale and/or empirical basis?)
  4. In the case of empirical/experimental research: research design and analysis
  5. Implications and relevance for educational practice
  6. Overall quality

Plans for Publication

Negotiations are in hand for the publication of selected papers in an edited book.

Guidelines for Proposals

Raising standards in formative and summative assessment

The overall focus of the conference is research and practice dealing with the project of raising standards in formative and/or summative assessment. All papers should be referenced to current research evidence and/or theoretically based discussion.

The papers will focus on research and developments in assessment which promote student and teacher learning and focus on formative as well as summative assessment. For example, we welcome papers on: self, peer and co-assessment, innovative approaches to assessment such as performance and portfolio assessment. We encourage papers on the relationship between the learning environment and assessment, and the specific characteristics and requirements of formative and summative assessment. Papers on in-course and end-of-course assessment, assessment formats and tasks, the use of criteria and standards for assessment, and systems for linking formative and summative assessment are welcome.

Finally we welcome papers which explore ways of making changes in assessment practice at any level - such as in courses, departments, institutions or in national assessment systems. Issues addressed may include: forces for change and barriers to change, stakeholder conceptions of the nature, role and purpose of assessment, the concepts and experiences of evidence-based or research-based practice in assessment.