Conference Agenda

Overview and details of the sessions of this conference. Please select a date or location to show only sessions at that day or location. Please select a single session for detailed view (with abstracts and downloads if available).

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Session Overview
Date: Wednesday, 29/Aug/2018
8:00am
-
9:00am
Registration
Location: Lobby 1st floor
9:00am
-
9:30am
Welcome: Opening ceremony
Location: Auditorium (Room 107)
Chair: Dr. Mari-Pauliina Vainikainen, University of Tampere / University of Helsinki
9:30am
-
11:00am
Keynote I: Dragan Gašević: Can Learning Analytics Offer Meaningful Assessment?
Location: Auditorium (Room 107)
Chair: Dr. Tijs Rotsaert, Ghent University
11:00am
-
11:30am
BREAK I
Location: Lobby 1st floor
11:30am
-
1:00pm
A: Paper Session 1: Assessment of general competences
Location: Room 302
Chair: Prof. Gyöngyvér Molnár, University of Szeged
 

Three studies on learning to learn in Finland: Anti-Flynn effects 2001-2017

Mari-Pauliina Vainikainen1,2, Jarkko Hautamäki1

1: University of Helsinki, Centre for Educational Assessment, Finland; 2: University of Tampere, Faculty of Education, Finland


Is there such a thing as a general learning potential for English as a foreign language (EFL)?

Alex Kozulin1, Tziona Levi2

1: Achva College and Feuerstein Institute, Israel; 2: Ministry of Education, Israel


Comparing Finnish and Hungarian fourth grade students' inductive reasoning skills

Attila Pásztor1, Sirkku Kupiainen2, Risto Hotulainen3, Gyöngyvér Molnár4, Benő Csapó1

1: MTA-SZTE Research Group on the Development of Competencies, Hungary; 2: University of Helsinki, Department of Education; 3: University of Helsinki, Centre for Educational Assessment; 4: University of Szeged, Institute of Education

A: Paper Session 2: Assessment designs and methods
Location: Room 261
Chair: Dr. I. Cornelisz, Vrije Universiteit Amsterdam
 

Screening for flawed multiple choice items before test administration or not? A generalizability study.

Lotte Dyhrberg O'Neill1, Sara Mathilde Radl Mortensen2, Cita Nørgård1, Anne Lindebo Holm Øvrehus1, Ulla Glenert Friis1

1: University of Southern Denmark, Denmark; 2: Aarhus University, Denmark


Co-assessment in Higher Education: Strenghts and drawbacks

Victoria Quesada1, Miguel Gómez-Ruiz2

1: Universitat de les Illes Balears, Spain; 2: Universidad de Cádiz, Spain


Can training improve marker accuracy at detecting contract cheating? A multi-disciplinary pre-post study.

Phillip Dawson, Wendy Sutherland-Smith

Deakin University, Australia

A: Paper Session 3: Program Evaluation
Location: Room 360
Chair: Daniela Feistauer, University of Kassel
 

Exploring the mismatch between conceptualisations and measures of student engagement

Joanna Tai1, Rola Ajjawi1, Margaret Bearman1, Paul Wiseman2

1: Deakin University, Australia; 2: University of Melbourne, Australia


Mandatory versus voluntary curriculum surveys: does this effect student response behavior?

Gerard van de Watering1, Migchiel van Diggelen2

1: Eindhoven University of Technology, Netherlands, The; 2: Open University of the Netherlands


How is assessment implemented in higher education Spain? An analysis through syllabi

Juan Fraile1, Ernesto Panadero2, Javier Fernández-Ruiz2, David Castilla2, Miguel Á. Ruiz2

1: Universidad Francisco de Vitoria, Spain; 2: Universidad Autónoma de Madrid, Spain

A: Roundtable
Location: Room 303
Chair: Irene Eegdeman, VU University Amsterdam
 

Teachers’ assessment literacy and professional development in VET. Negotiating roles, knowledges, and the place of academic subjects

Henning Fjørtoft, Arne Amdal, Elin Bø Morud, Sissel Utgaard

NTNU Norwegian University of Science and Technology, Norway


Upper secondary school language teachers’ perceived support on SRL of their students

Toni Kalevi Mäkipää

University of Helsinki, Finland

1:00pm
-
2:15pm
LUNCH I
Location: Minerva building
2:15pm
-
4:00pm
B: Paper Session 1: Deeper insights into PISA 2015
Location: Room 360
Chair: Dr. Mari-Pauliina Vainikainen, University of Tampere / University of Helsinki
 

Does PISA performance predict achievement in education?

Jonna Pulkkinen, Juhani Rautopuro

University of Jyväskylä, Finland


Important factors classifying high- and low-performing students of scientific literacy: The case of Macao in PISA 2015

Kwok-cheung CHEUNG, Pou-seong SIT, Soi-kei MAK, Man-kai IEONG

University of Macau, Macau S.A.R. (China)


Students’ frequent exposure to bullying: Comparing between low-achieving students of Macao and Taiwan in PISA 2015 Well-being Study

Pou-seong Sit, Kwok-cheung CHEUNG, Soi-kei MAK, Man-kai IEONG

University of Macau, Macau S.A.R. (China)


Macao is OECD-rated as an economy of high-performance and high-equity amongst PISA 2015 participating economies: An explanation from an insider perspective

Soi-kei MAK, Kwok-cheung CHEUNG, Pou-seong SIT, Man-kai IEONG

University of Macau, Macau S.A.R. (China)

B: Paper Session 2: Vocational and higher education
Location: Room 261
Chair: Prof. Henning Fjørtoft, NTNU Norwegian University of Science and Technology
 

A Framework for Evaluating and Redesigning Formative Assessment Practices in VET Education

Migchiel van Diggelen1, Desiree Joosten-Ten Brinke1, Kim Dirkx1, Pieter Baay2, Sanne Elferink3

1: Open University of the Netherlands; 2: Expertisecentrum Beroepsonderwijs; 3: KBANijmegen


Cognitive Skills, Personality Traits and dropout in Vocational Education

Irene Eegdeman, Martijn Meeter, Chris van Klaveren

VU University Amsterdam, Netherlands, The


A Study of students' self-assessment of competencies reached during the studies

Nina Katajavuori1, Heli-Noora Korhonen2, Henna Asikainen1, Katariina Vuorensola2, Outi Salminen2

1: University of Helsinki, Centre for University Teaching and Learning, Finland; 2: University of Helsinki, Faculty of Pharmacy, Finland


The question of assessment of transfer skills among in-service educators

Irit Sasson1,2, Shirley Miedijensky2,3

1: Tel-Hai College, Israel; 2: Shamir Research Institute, Israel; 3: Oranim College, Israel

B: Paper Session 3: Feedback
Location: Room 303
Chair: Sanna Oinas, University of Helsinki
 

Does the type of feedback channel used in online learning environments matter?

Teresa Guasch, Rosa M. Mayordomo, Anna Espasa, Montserrat Martínez-Melo, Mar Martínez

Open University of Catalonia (UOC), Spain


Supporting proactive recipience in peer feedback processes

Qiyun Zhu1,2

1: University of Hong Kong, Hong Kong S.A.R. (China); 2: Guangdong University of Foreign Studies, P. R. China


UNIVERSITY STUDENTS’ PERCEPTIONS TOWARD FEEDBACK

Yesim Capa Aydin1, Basak Calik2

1: Middle East Technical University, Turkey; 2: Istanbul Medeniyet University, Turkey


Formative EFL Grammar Feedback in Teacher Writing Education

Michel Cabot

Western Norway University of Applied Sciences, Norway

B: Symposium: Getting deeper into self-assessment: how does it work and what effects it?
Location: Room 302
Chair: Dr. Ernesto Panadero, Universidad Autónoma de Madrid
 

Getting deeper into self-assessment: how does it work and what effects it?

Chair(s): Ernesto Panadero (Universidad Autónoma de Madrid, Spain), Juan Fraile (Universidad Francisco de Vitoria)

Discussant(s): Paul Orsmond (Staffordshire University)

 

Presentations of the Symposium

 

Self-assessment in Chinese higher education: Control, compliance, & conformity

Tianxin Li, Gavin Brown, Eleanor Hawe
The University of Auckland

 

Learning to see new things: Using criteria to support pre-service teachers’ discernment in the context of teachers’ relational work

Pernilla Holmstedt, Anders Jonsson
Kristianstad University

 

Disentangling self-assessment

Ernesto Panadero
Universidad Autónoma de Madrid

4:00pm
-
4:15pm
BREAK II
Location: Lobby 1st floor
4:15pm
-
5:45pm
C: Paper Session 1: Assessment designs and methods
Location: Room 261
Chair: Dr. Serafina Pastore, University of Bari
 

Teachers’ conceptions about assessment and its relationship with their methodologies

Javier Fernandez-Ruiz, Ernesto Panadero

Universidad Autónoma de Madrid, Spain


Comparing participants’ perceptions on their learning experience with the learning results in University Pedagogy

Anni Rytkönen, Nina Katajavuori

University of Helsinki, Finland


How practice theory supports sustainable innovation in assessment design: the case of the Objective Structured Clinical Examination

Margaret Bearman1, Rola Ajjawi1, David Boud1, Sue Bennett2

1: Deakin University, Australia; 2: University of Wollongong, Australia

C: Paper Session 2: Large-scale assessment
Location: Room 302
Chair: Prof. Juhani Rautopuro, University of Jyväskylä
 

Language influence on mathematics achievement in French-German biliterate ninth graders

Sophie Martini, Sonja Ugen

University of Luxembourg, Luxembourg Center for Educational Testing, Luxembourg


The quality of matriculation exams of biology – what is actually measured?

Sara Lindholm, Anna Uitto, Henna Asikainen

University of Helsinki, Finland


Entering school with equal skills? A two-country comparison of early inductive reasoning

Risto Hotulainen1, Attila Pásztor2, Sirkku Kupiainen3, Gyöngyvér Molnár4, Benő Csapó5

1: University of Helsinki, Finland; 2: University of Szeged, Hungary; 3: University of Helsinki, Finland; 4: University of Szeged, Hungary; 5: University of Szeged, Hungary

C: Paper Session 3: Feedback
Location: Room 360
Chair: Dr. Linda Corrin, University of Melbourne
 

Developing student feedback literacy

Naomi Elizabeth Winstone1, David Carless2

1: University of Surrey, United Kingdom; 2: University of Hong Kong


Quality of teacher written feedback in elementary school

Vera Cristina Monteiro, Lourdes Mata, Marta Gomes, Cristina Sanches, Natalie Santos

Instituto Superior de Psicologia Aplicada, Portugal


Digital media and feedback

Helle Mathiasen

University of Copenhagen, Denmark

C: Workshop: A second language pronunciation practising and assessment tool that combines automatic speech recognition and AI-based speech rating
Chair: Dr. Mari-Pauliina Vainikainen, University of Tampere / University of Helsinki
 

A second language pronunciation practising and assessment tool that combines automatic speech recognition and AI-based speech rating

Raili Kaarina Hilden1, Mikko Kurimo2

1: University of Helsinki, Finland; 2: Aalto University, Finland

7:00pm
-
8:00pm
Opening reception: Welcome reception provided by the University of Helsinki
Location: Minerva building
8:30pm
-
10:00pm
Dinner: Conference Dinner in Restaurant Sipuli, Kanavaranta 7
Date: Thursday, 30/Aug/2018
9:00am
-
10:45am
D: Paper Session 1: Assessment of learning progress
Location: Room 360
Chair: Prof. Alex Kozulin, Achva College and Feuerstein Institute
 

Dynamic assessment - an optimal way to assess learning problems

Heikki Juhani Lyytinen

University of Jyväskylä, Finland


Global and differential sensitivity of learning progress assessments in reading and the influence of item properties

Natalie Förster1, Alexander Naumann2, Jan Hochweber3, Elmar Souvignier1

1: University of Münster, Germany; 2: German Institute for International Educational Research; 3: University of Teacher Education St. Gallen


It Takes Two: Validation of Static Score and Slope in Learning Progress Assessments in Reading

Mathis Erichsen, Elmar Souvignier, Natalie Förster

University of Münster, Germany


Assessment for Learning Research in East Asian Countries: A Systematic Review

Wei Shin Leong, Haslinda Binte Ismail, Jolene Costa, Hong Boon Tan

Nanyang Technological University, Singapore

D: Paper Session 2: Learning analytics
Location: Room 261
Chair: Dr. Teresa Guasch, Open University of Catalonia
 

Learning analytics for enhanced assessment designs at module and programme level: a pilot study

Carmen Tomas, Emma Whitt, David Hann, Charlie Heron, John Owen, Ender Ozcan, Ana Vukovic, Rosa Lavelle-Hill, Katie Severn

University of Nottingham, United Kingdom


Examining students’ assessment feedback preferences to inform the design of student-facing learning analytics

Linda Corrin, Paula G de Barba

University of Melbourne, Australia


Tracking patterns of self-regulated learning in online learning environments

Nicolette van Halem1, Hendrik Drachsler2, Ilja Cornelisz1, Chris van Klaveren1

1: VU University Amsterdam, Faculty of Behavioural and Movement Sciences, Amsterdam Center for Learning Analytics Netherlands, The; 2: Welten-institute, Open University


A programmatic approach to transparency of assessment criteria

Liesbeth Baartman1, Frans Prins2

1: HU University of Applied Sciences Utrecht, The Netherlands; 2: Utrecht University, Netherlands, The

D: Paper Session 3: Assessment literacy
Location: Room 303
Chair: Marja Tamm, University of Helsinki
 

Tracing teachers’ assessment literacy development: using a rubric with beginner teachers

Frances Edwards

University of Waikato, New Zealand


Exploring Teachers’ Assessment Practices in Play-based Early Primary Classrooms

Christopher DeLuca1, Angela Pyle2, Danielle LaPointe-McEwan1, Adelina Valiquette1

1: Queen's University, Canada; 2: Ontario Institute for the Study of Education, University of Toronto, Canada


“I’m an assessment illiterate”: Towards a shared discourse of assessment literacy for external examiners

Emma Medland

University of Surrey, United Kingdom


Teachers’ evaluation practices and support for metacognitive awareness

Manne Kallio1, Kalle Virta2, Heli Kallio2, Risto Hotulainen1, Marja Tamm1

1: University of Helsinki, Finland; 2: University of Turku, Finland

D: Symposium 1: Shifting notions of feedback from teacher inputs to student engagement and effects on learning
Location: Room 302
Chair: Prof. David Boud, Deakin University
 

Shifting notions of feedback from teacher inputs to student engagement and effects on learning

Chair(s): David Boud (Deakin University, Australia)

Discussant(s): Ernesto Panadero (Universidad Autónoma de Madrid, Spain)

 

Presentations of the Symposium

 

What do staff and students think makes feedback effective?

Phillip Dawson1, David Boud1, Michael Henderson2, Molloy Elizabeth3
1Deakin University, Australia, 2Monash University, Australia, 3University of Melbourne, Australia

 

Barriers and facilitators to the adoption of learning-focused feedback practices

Naomi Winstone
University of Surrey, UK

 

The student experience of feedback: longitudinal perspectives

David Carless
University of Hong Kong, China

10:45am
-
11:15am
BREAK III: Presentation of posters
Location: Lobby 3rd floor
 

The intervening role of assessment literacy in relationships between feedback literacy and self-regulation

Kieran Balloo1, Naomi Winstone1, Carol Evans2

1: University of Surrey, United Kingdom; 2: University of Southampton, United Kingdom


The effect of learning analytics on motivation: Exploring the impact on students’ basic need for relatedness

Elise Ameloot, Tammy Schellens

Ghent University, Belgium


Learning Analytics: Pedagogy has to rule the way

Matthieu Hausman, Verpoorten Dominique, Duchâteau Dominique, Hubert Sylviane, Detroz Pascal

University of Liege, Belgium


Looking through a Sociocultural Lens: Internalizing Assessment for Learning in a Heritage Language Classroom

ROSZALINA BINTE RAWI

NATIONAL INSTITUTE OF EDUCATION SINGAPORE, Singapore


An evaluation of the design of the logical framework of an assessment literacy program for Higher Education students

Jaione Cubero-Ibáñez, María Soledad Ibarra-Sáiz, Gregorio Rodríguez-Gómez

Universidad de Cádiz., Spain


Examining the quality and use of the grading form to assess undergraduate theses

Ya Ping {Amy} Hsiao, Marinus Verhagen

Tilburg University, The Netherlands

11:15am
-
12:45pm
Keynote II: Samuel Greiff
Location: Auditorium (Room 107)
12:45pm
-
2:00pm
LUNCH II
Location: Minerva building
2:00pm
-
3:30pm
E: Paper Session 1: Higher education
Location: Room 261
Chair: Dr. Henna Asikainen, University of Helsinki
 

A qualitative study of Higher Education teachers’ implementation of self-assessment

Juan Fraile1, Ernesto Panadero2, Rodrigo Pardo3

1: Universidad Francisco de Vitoria, Spain; 2: Universidad Autónoma de Madrid, Spain; 3: Universidad Politécnica de Madrid, Spain


Improving students' well-being with reflective self-assessment

Nina Katajavuori, Henna Asikainen

University of Helsinki, Centre for University Teaching and Learning, Finland


Assessment and quality assurance in higher education. Teachers' and students' points of view

Serafina Pastore1, Amelia Manuti2

1: University of Bari, Italy; 2: University of Bari, Italy

E: Paper Session 2: Assessment of general competences
Location: Room 360
Chair: Prof. Risto Hotulainen, University of Helsinki
 

Cross-national gender differences in complex problem solving: A comparison study between China and Hungary

Gyöngyvér Molnár, Hao Wu

University of Szeged, Hungary


Inductive reasoning and combinatorial reasoning as component skills of complex problem solving: Analyses in European and Asian context

Hao Wu, Gyöngyvér Molnár

University of Szeged, Hungary


An assessment of idea emergence in subject-matter collaborative learning

Jun Oshima1, Takashi Tsunakawa2, Ritsuko Oshima1

1: RECLS, Shizuoka University, Japan; 2: Faculty of Informatics, Shizuoka University, Japan

E: Paper Session 3: Peer assessment
Location: Room 302
Chair: Dr. Tijs Rotsaert, Ghent University
 

A predictive model of competence development among university students using peer assessment

Maria Soledad Ibarra-Sáiz, Gregorio Rodríguez-Gómez, Jaione Cubero-Ibáñez

EVALfor Research Group, University of Cadiz, Spain


Development and validation of a scale measuring college students’ task value in peer assessment

Ecenaz Alemdag, Yesim Capa-Aydin

Middle East Technical University, Turkey


Competence development and portfolios: promoting reflection through peer review

David John Nicol1, Anna Serbati2, Valentina Grion2

1: University of Glasgow, United Kingdom; 2: University of Padova, Italy

E: Roundtable: Science centre education and engineering education
Location: Room 303
Chair: Dr. Helena Thuneberg, University of Helsinki, Centre for Educational Assessment
 

Learning analytics on prospective research in a Science and Research Center for STEAM Education and Science Communication

Olia Tsivitanidou, Kalliopi Paridi, Pantelitsa Karnaou, Costas P. Constantinou

University of Cyprus, Cyprus


Competence development in engineering education - smoothening the transition into corporate practice through learning projects

Lena Ebert

Heilbronn University of Applied Sciences, Germany

3:30pm
-
3:45pm
BREAK IV
Location: Lobby 1st floor
3:45pm
-
5:15pm
F: JURE: Best paper award session
Location: Room 302
Chair: Dr. Olia Tsivitanidou, University of Cyprus
F: Paper Session 1: Assessment in secondary education
Location: Room 261
Chair: Dr. Frances Edwards, University of Waikato
 

Learning outcomes in modern languages at the end of basic education and upper secondary education

Raili Kaarina Hilden1, Juhani Rautopuro2

1: University of Helsinki, Finland; 2: Universtiyt of Jyväskylä, Finland


When secondary school teachers develop assessment skills using expanded curriculum alignment: issues and prospect

Raphaël Pasquini

University of teacher education, canton Vaud, Switzerland (HEP), Switzerland


ASSESS: Assessment literacy in secondary school systems

Lise Vikan Sandvik

NTNU, Norway

F: Roundtable: Formative assessment
Location: Room 303
Chair: Michel Cabot, Western Norway University of Applied Sciences
 

Greater than the sum of their parts: beyond the status quo for assessment and learning analytics research in higher education

Margaret Bearman1, Abelardo Pardo2, Linda Corrin3, Phillip Dawson1, David Boud1

1: Deakin University, Australia; 2: University of Sydney; 3: University of Melbourne


Formative feedback for mathematical reasoning - Discussion of a video rating manual in development

Robbert Smit, Bachmann Patricia

University of Teacher Education St. Gallen, Switzerland


Situating Assessment for Learning (AfL) in Singaporean Classrooms: Exploring “Good” Approaches

Wei Shin Leong1, Christopher Deneen2, Hui Yong Tay1, Kelvin Tan1, Haslinda Binte Ismail1, Jolene Costa1, Hong Boon Tan1

1: Nanyang Technological University, Singapore; 2: Royal Melbourne Institute of Technology, Australia

F: Workshop: Assessing Collaborative Problem Solving online with ATC21S tool
Chair: Dr. Mari-Pauliina Vainikainen, University of Tampere / University of Helsinki
 

Assessing Collaborative Problem Solving online with ATC21S tool

Arto K. Ahonen1, Nafisa Awwal2

1: University of Jyväskylä, Finland; 2: University of Melbourne, Australia

5:30pm
-
6:30pm
Members' Meeting: Organised in the 3rd floor library
Location: Lobby 3rd floor
7:00pm
-
8:00pm
Reception: Helsinki City Hall Reception
Date: Friday, 31/Aug/2018
9:00am
-
10:45am
G: Paper Session 1
Location: Room 261
Chair: Dr. Raili Kaarina Hilden, University of Helsinki
 

Determining the quality of assessment in higher education

Tamara van Schilt-Mol1, Dominique Sluijsmans2, Marijke van Vijfeijken1

1: HAN University of Applied Sciences, Netherlands, The; 2: Zuyd Hogeschool, Netherlands, The


Teacher Discretion in Grading Standardized Exams: Stakes and Information in Dutch Secondary Education

I. Cornelisz, C.P.B.J. van Klaveren

Vrije Universiteit Amsterdam, Netherlands, The


High stakes, teachers’ conceptions of assessment, and professional development

Serafina Pastore1, Michela Freddano2

1: University of Bari, Italy; 2: INVALSI, Italy


The impact of the student’s current mood on students’ evaluation of teaching

Daniela Feistauer

University of Kassel, Germany

G: Paper Session 2: Digital assessment tools
Location: Room 360
Chair: Dr. Arto K. Ahonen, University of Jyväskylä
 

Predictive validity of technology-based school-readiness assessments

Benő Csapó1, Gyöngyvér Molnár1, Attila Pásztor2

1: University of Szeged, Hungary; 2: MTA–SZTE Research Group on the Development of Competencies


Designing Multimodal Digital Classroom Assessments

Henning Fjørtoft

NTNU Norwegian University of Science and Technology, Norway


A digital self-assessment model to foster student learning

Henna Asikainen, Sara Lindholm

University of Helsinki, Finland


Assessing the 2nd & 3rd years pupils' inductive reasoning by introducing computer-based testing in Palestine

Mojahed Mousa, Gyöngyvér Molnár

University of Szeged, Hungary

G: Roundtable: Assessment designs and methods
Location: Room 303
Chair: Prof. Maria Soledad Ibarra-Sáiz, Universidad de Cádiz
 

Mind the gap! Lessons learned from the difference in monitoring of learning for a test between low and high achievers.

Jeroen van der Linden

HAN University of Applied Sciences, Netherlands, The


Assessing pre-service teachers’ adaptive peer feedback expertise: Effects of a field experience

Christopher Neil Prilop, Kira Elena Weber, Marc Kleinknecht

Leuphana University Lüneburg, Germany


Developing assessment literacy in vocational schools, by participating in designed professional learning communities

Anne Berit Emstad1, Bård Knutsen2, Sissel Utgaard3

1: Ntnu, Norway; 2: Ntnu, Norway; 3: Ntnu, Norway

G: Symposium: The imperative of developing students' evaluative judgement and ways of doing so through assessment
Location: Room 302
Chair: Dr. Rola Ajjawi, Deakin University
 

The imperative of developing students' evaluative judgement and ways of doing so through assessment

Chair(s): Rola Ajjawi (Deakin University, Australia)

Discussant(s): Mien Segers (Maastricht University, Netherlands)

 

Presentations of the Symposium

 

Evaluative Judgement: what is it, why is it important for our students, and how can assessment assist?

Joanna Tai, Rola Ajjawi, David Boud, Phillip Dawson
Deakin University, Australia

 

Evaluative judgement and self-regulated learning: An exploration of their relationship

Ernesto Panadero1, Jaclyn Broadbent2
1Universidad Autónoma de Madrid, Spain, 2Deakin University, Australia

 

The role of peers in developing first-year undergraduates' evaluative judgement

Jessica To
The University of Hong Kong, Hong Kong

10:45am
-
11:15am
BREAK V
Location: Lobby 1st floor
11:15am
-
12:45pm
Keynote III: Benő Csapó
Location: Auditorium (Room 107)
12:45pm
-
2:00pm
LUNCH III
Location: Minerva building
2:00pm
-
3:00pm
Closing Session: Panel discussion with keynote speakers and other experts. Closing ceremony.
Location: Auditorium (Room 107)
Chair: Dr. Ernesto Panadero, Universidad Autónoma de Madrid

 
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