• case-insensitive prefix search: default
  e.g., sig matches "SIGIR" as well as "signal"
• exact word search: append dollar sign ($) to word
  e.g., graph$ matches "graph", but not "graphics"
• boolean and: separate words by space
  e.g., codd model
• boolean or: connect words by pipe symbol (|)
  e.g., graph|network

Update May 7, 2017: Please note that we had to disable the phrase search operator (.) and the boolean not operator (-) due to technical problems. For the time being, phrase search queries will yield regular prefix search result, and search terms preceded by a minus will be interpreted as regular (positive) search terms.

found 83 matches

• 2019
• 
  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 [contents]
• 2018
• 
  Dimitra Anastasiou, Eric Ras, Mehmetcan Fal:
  Assessment of Collaboration and Feedback on Gesture Performance. TEA 2018: 219-232
• 
  Alice Barana, Marina Marchisio, Matteo Sacchet:
  Advantages of Using Automatic Formative Assessment for Learning Mathematics. TEA 2018: 180-198
• 
  Francis Brouns, Olga Firssova:
  Assessing Learning in MOOCs Through Interactions Between Learners. TEA 2018: 42-54
• 
  Raoul Deuss, Christine Lippens, Michael Striewe:
  Best of Two Worlds: Using Two Assessment Tools in One Course. TEA 2018: 121-139
• 
  Silvester Draaijer:
  A Cost-Benefit Analysis for Developing Item Banks in Higher Education. TEA 2018: 165-179
• 
  Rabia Maqsood, Paolo Ceravolo:
  Corrective Feedback and Its Implications on Students' Confidence-Based Assessment. TEA 2018: 55-72
• 
  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? TEA 2018: 16-26
• 
  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. TEA 2018: 91-101
• 
  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. TEA 2018: 199-218
• 
  Meta Keijzer-de Ruijter, Silvester Draaijer:
  Digital Exams in Engineering Education. TEA 2018: 140-164
• 
  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. TEA 2018: 27-41
• 
  Esther van der Stappen, Liesbeth Baartman:
  Automated Feedback for Workplace Learning in Higher Education. TEA 2018: 73-90
• 
  Michael Striewe:
  Dynamic Generation of Assessment Items Using Wikidata. TEA 2018: 1-15
• 
  Bharathi Vijayakumar, Sviatlana Höhn, Christoph Schommer:
  Quizbot: Exploring Formative Feedback with Conversational Interfaces. TEA 2018: 102-120
• 
  Eric Ras, Ana-Elena Guerrero-Roldán:
  Technology Enhanced Assessment, 20th International Conference, TEA 2017, Barcelona, Spain, October 5-6, 2017, Revised Selected Papers. Communications in Computer and Information Science 829, Springer 2018, ISBN 978-3-319-97806-2 [contents]
• 2017
• 
  Kevin Ackermans, Ellen Rusman, Saskia Brand-Gruwel, Marcus Specht:
  The Dilemmas of Formulating Theory-Informed Design Guidelines for a Video Enhanced Rubric. TEA 2017: 123-136
• 
  Isuru Balasooriya, M. Elena Rodríguez, Enric Mor:
  Assessment of Engagement: Using Microlevel Student Engagement as a Form of Continuous Assessment. TEA 2017: 150-162
• 
  Alexandre Baudet, Eric Ras, Thibaud Latour:
  Semi-automatic Generation of Competency Self-assessments for Performance Appraisal. TEA 2017: 26-39
• 
  Helder Correia, José Paulo Leal, José Carlos Paiva:
  Improving Diagram Assessment in Mooshak. TEA 2017: 69-82
• 
  Silvester Draaijer, Sally E. Jordan, Helen Ogden:
  Calculating the Random Guess Score of Multiple-Response and Matching Test Items. TEA 2017: 210-222
• 
  Silvester Draaijer, Amanda Jefferies, Gwendoline Somers:
  Online Proctoring for Remote Examination: A State of Play in Higher Education in the EU. TEA 2017: 96-108
• 
  Gabriele Frankl, Sebastian Napetschnig, Peter Schartner:
  Pathways to Successful Online Testing: eExams with the "Secure Exam Environment" (SEE). TEA 2017: 190-209
• 
  Maarten Goossens, Sven De Maeyer:
  How to Obtain Efficient High Reliabilities in Assessing Texts: Rubrics vs Comparative Judgement. TEA 2017: 13-25
• 
  Julia Kasch, Peter van Rosmalen, Ansje Löhr, Ad Ragas, Marco Kalz:
  Student Perception of Scalable Peer-Feedback Design in Massive Open Online Courses. TEA 2017: 54-68
• 
  Bastian Küppers, Ulrik Schroeder:
  A Framework for e-Assessment on Students' Devices: Technical Considerations. TEA 2017: 83-95
• 
  Alexandra Okada, Denise Whitelock, Wayne Holmes, Chris Edwards:
  Student Acceptance of Online Assessment with e-Authentication in the UK. TEA 2017: 109-122
• 
  Yushan Pan, Guoyuan Li, Thiago Gabriel Monteiro, Hans Petter Hildre, Steinar Nistad:
  Assessment of Relations Between Communications and Visual Focus in Dynamic Positioning Operations. TEA 2017: 163-175
• 
  Cristina Pérez-Solà, Jordi Herrera-Joancomartí, Helena Rifà-Pous:
  On Improving Automated Self-assessment with Moodle Quizzes: Experiences from a Cryptography Course. TEA 2017: 176-189
• 
  Ana Karine Loula Torres Rocha, Ana Beatriz L. T. Rocha, Alexandra Okada:
  Rubric to Assess Evidence-Based Dialogue of Socio-Scientific Issues with LiteMap. TEA 2017: 137-149

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