Call for papers: E-assessment and its role and possibility in facilitating future teaching and learning

Special Issue –

E-assessment and its role and possibility in facilitating future teaching and learning


Call for Papers

Along with the development of information technology, e-assessment technology has gradually come into maturation and been widely applied to teaching practices and educational studies. Its general advantage is that it reduces paper consumption and quickly collects and analyzes data. Moreover, electronic test items and examination paper make it easier to exchange, save and modify test item resources. Digital assessment provides the machine scoring function, which allows examinees to get their scores and feedback immediately after answering the items and to know promptly whether they answered correctly. Thanks to this design, e-assessment not only provides examinees with instant feedback but also reduces teacher's work load, assists digital learning, and helps to develop student's ability to do self-assessment. Another advantage of digital assessment is that test items can be presented in a multimedia animation format. If multimedia animation can be applied to developing test items, it will be able to work with the animations and multimedia teaching materials which are widely applied in e-Learning to assist teacher's teaching and student's learning to develop a teaching, learning, and assessment environment which is closer to real-life situations and provides more situational context.

E-assessment can be used in various ways in education. This call for manuscript submissions mainly focuses on applications of e-assessment in the domains of mathematics, science, and technology education, looking for innovative practices and designs of applying e-assessment to assisting teaching and learning. Based on the above, this call for submissions divides the application of e-assessment in teaching and learning into two categories: ‘utilized to assess and diagnose student's learning’ and ‘utilized as teaching and learning strategies.’ For the former, e-assessment is used as summative purpose. After the examination is completed, test items and examination paper are analyzed to reveal their quality and student's learning status. There are also adaptive assessment systems which are developed based on modern testing theory, such as IRT (Item Response Theory),OT (Ordering Theory) and Bayesian networks, to precisely diagnose student's misconceptions and their types. This kind of assessment quickly provides full and multi-dimensional feedback so as to help teachers improve teaching and students learning. For the latter, e-assessment and teaching activities are closely combined. Test items in e-assessment play the role of an instructor. Examinees learn in the process of assessment and teaching activities. In addition, since self-assessment is able to help learners monitor their own learning process and achievements and understand whether they themselves have caught the key learning points, it makes self-regulated learning easier for learners. Therefore, in an e-Learning environment, e-assessment is also an important strategy to guide learners’ learning. It assists learners to do self-regulated learning in an e-Learning environment and in turn help them to avoid some negative effects, such as cognitive load and disorientation, so that learners can have better learning effectiveness.

Based on the above, this call for manuscript submissions mainly focuses on implementing e-assessment in teaching and learning and innovative designs. Mathematics,science and technology education are the main application realms. E-assessment can be implemented in e-teaching environments or conventional teaching environments. Potential topics include, but are not limited to:

l  Innovative designs of e-assessment systems

l  Significance and value of e-assessment to conventional teaching and e-teaching

l  Significance and value of e-assessment to learner's learning

l  Teacher's e-assessment literacy

l  Reliability and validity of e-assessment

l  E-assessment designs for multiple assessment

l  E-assessment for educational research

l  Interaction and feedback mechanism of e-assessment

l  User interface design and evaluation of e-assessment

l  E-assessment designs targeting at specific assessment goals (such as scientific experiment competence, mathematics problem-solving ability, etc.)

l  E-assessment designs focusing on specific teaching models, including conventional teaching and information communication technology-integrated teaching (such as integration of interactive whiteboard into teaching, mobile learning and Web-based learning)

l  Specific features of e-assessment at particular levels of education

l  Specific features of e-assessment for different forms of education: face-to-face learning, blended learning, distance learning, MOOCs, etc.

l  Methodology of integration of e-assessment into educational process

l  Future trends of e-assessment development.

Before manuscript submission authors should carefully read ‘Aims & Scope’ of the EURASIA Journal of Mathematics, Science, & Technology Education(, and particularly ‘Instructions for Authors’ (

Prospective authors should submit an electronic copy of their complete manuscript to

according to the following timetable:

Manuscript Due

February 1, 2016

First Round of Reviews

April 30, 2016

Publication Date

June 30, 2016

Guest Editors

Prof.Tzu-Hua Wang, Ph.D.

Department of Education and Learning Technology,

National HsinChu University of Education, TAIWAN


Prof.Seong-Joo Kang, Ph.D.

Department of Chemistry Education and Department of Gifted Science Education,

Korea National University of Education, KOREA


Assoc.Prof. Zuzana Kubincová, PhD.

Department of Informatics Education,

Faculty of  Mathematics, Physics and Informatics,

Comenius University in Bratislava, SLOVAKIA

Eurasia Journal of Mathematics, Science and Technology Education
ISSN: 1305-8223 (electronic) 1305-8215 (print)

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