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ORCID21st TEA 2018: Amsterdam, The Netherlands
- Silvester Draaijer, Desirée Joosten-ten Brinke, Eric Ras:
Technology Enhanced Assessment - 21st International Conference, TEA 2018, Amsterdam, The Netherlands, December 10-11, 2018, Revised Selected Papers. Communications in Computer and Information Science 1014, Springer 2019, ISBN 978-3-030-25263-2 - Michael Striewe
:
Dynamic Generation of Assessment Items Using Wikidata. 1-15 - Ekaterina Muravyeva, José Janssen, Kim Dirkx, Marcus Specht:
Students' Attitudes Towards Personal Data Sharing in the Context of e-Assessment: Informed Consent or Privacy Paradox? 16-26 - Ellen Rusman, Rob Nadolski, Kevin Ackermans:
Students' and Teachers' Perceptions of the Usability and Usefulness of the First Viewbrics-Prototype: A Methodology and Online Tool to Formatively Assess Complex Generic Skills with Video-Enhanced Rubrics (VER) in Dutch Secondary Education. 27-41 - Francis Brouns, Olga Firssova:
Assessing Learning in MOOCs Through Interactions Between Learners. 42-54 - Rabia Maqsood, Paolo Ceravolo:
Corrective Feedback and Its Implications on Students' Confidence-Based Assessment. 55-72 - Esther van der Stappen, Liesbeth Baartman:
Automated Feedback for Workplace Learning in Higher Education. 73-90 - Alexandra Okada, Ana Karine Loula Torres Rocha, Simone Keller Füchter, Sangar Zucchi, David Wortley:
Formative Assessment of Inquiry Skills for Responsible Research and Innovation Using 3D Virtual Reality Glasses and Face Recognition. 91-101 - Bharathi Vijayakumar, Sviatlana Höhn, Christoph Schommer:
Quizbot: Exploring Formative Feedback with Conversational Interfaces. 102-120 - Raoul Deuss, Christine Lippens, Michael Striewe:
Best of Two Worlds: Using Two Assessment Tools in One Course. 121-139 - Meta Keijzer-de Ruijter, Silvester Draaijer:
Digital Exams in Engineering Education. 140-164 - Silvester Draaijer:
A Cost-Benefit Analysis for Developing Item Banks in Higher Education. 165-179 - Alice Barana, Marina Marchisio, Matteo Sacchet:
Advantages of Using Automatic Formative Assessment for Learning Mathematics. 180-198 - Christiaan J. van Ommering, Sebastiaan de Klerk, Bernard P. Veldkamp:
Getting to Grips with Exam Fraud: A Qualitative Study Towards Developing an Evidence Based Educational Data Forensics Protocol. 199-218 - Dimitra Anastasiou, Eric Ras, Mehmetcan Fal:
Assessment of Collaboration and Feedback on Gesture Performance. 219-232
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