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.
Become an AEA-Europe Fellow, Practitioner or Associate.
Join one of AEA-E’s Special Interest Groups.
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.
Dr. Vasiliki Pitsia is the winner of the 2023 Kathleen Tattersall New Assessment Researcher Award.
Announcing our keynote speakers for the AEA-Europe Conference Malta 2023.
Rebecca Hamer, Graham Hudson, Dean Seabrook & Stuart Shaw share their experience of a new conference discussion group format.
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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).
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.
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.