Welcome to

The Association for Educational Assessment – Europe

The foremost association for assessment professionals throughout Europe.

What We Offer

AEA-Europe offers its members a range of opportunities to network with each other, sharing news, debate and research. At institution level, the association provides a forum for international liaison and co-operation.

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Become an AEA-Europe Fellow, Practitioner or Associate.

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SIG Membership

Join one of AEA-E’s Special Interest Groups.

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Get recognition for your work and research.

24th Annual Conference
1st To 4th November, 2023, Malta

Assessment reform journeys: intentions, enactment and evaluation


Keep in touch with what’s happening.

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Calendar of Events

28th September 2023
  • Assessment Cultures SIG webinar

    28th September 2023  12:00 pm - 1:00 pm

12th October 2023
  • e-Assessment SIG: refocus event

    12th October 2023  12:00 pm - 1:15 pm

18th October 2023
  • Inclusive Assessment SIG Webinar

    18th October 2023  12:00 pm - 1:00 pm

Our Blog

Join the conversation and contribute to our blog

Technology as a driver for educational change: moving towards a shared vision for digitalisation in learning and assessment

As the 21st century began to unfurl, it was becoming increasingly evident that technological ‘connectedness’ was revolutionising not only business and interpersonal relationships but also education. It seemed only a question of time before technology would provide an alternative means for supporting learning (Säljö, 2010), drive changes in assessment design (Bennett, 2002; Shute & Becker, 2010), and prompt efforts to reconfigure existing cycles of teaching, learning and assessment (Shute, Ventura & Kim, 2013; Thornton, 2012).

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Multilingualism, Multiculturalism, Inclusive Teaching, Learning and Assessment

Multilingualism, linguistic and cultural diversity are closely related to globalisation, increased transnational mobility and increasing refugee populations. It is important to pay attention to multilingualism and multiculturalism in educational settings, to increase awareness and recognition of linguistic and cultural diversity at individual and societal levels, and to take historical, ideological, social, economic and political factors into consideration, as well as language policy and the diverse language practices of teachers and students.

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What makes assessment inclusive?

The keywords in this seemingly simple yet complex to answer question are ‘assessment’ and ‘inclusion’. Defining the inclusivity of assessment requires a shared understanding within an operating framework of what inclusion is.

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