Registration fees for workshops, if charged, are set by the Workshop presenters, and are not collected as part of the registration fee for attending the Colloquium.

The procedure for registration for a Workshop is explained below. 

The arrangement for workshops at this Colloquium will differ from normal practice. Each person who is offering to run a workshop will be given 45-minutes session during the Colloquium (on the first day) in which to present information about their proposed workshop. This may take the form of a ’trailer’; an open discussion or be the introductory module of the actual workshop.  Delegates can attend these workshop trailers without any obligation to take up the full workshop. However, if they wish to complete the workshop, they must apply to register for it separately from the Colloquium and information about dates and costs will be provided online.  The actual workshops will either be run as courses on the ITC Learning Centre website or will be managed on the Workshop presenters own platform of choice. Workshop presenters will provide all the details necessary for this. 

  • ‘Half-Day’ workshops will normally consist of the 45-minute introductory session on the first day of the Colloquium,  followed by a course lasting around 2 hours 15minutes after the four days of the Colloquium have been completed.
  • ‘Full-Day’ workshops will normally consist of the 45-minute introductory session on the first day of the Colloquium  followed by a course lasting around 5 hours 15minutes after the four days of the Colloquium have been completed. 

The timing of each course, how they are split into sections, their duration, and costs, are a matter for the workshop presenter to arrange. There will be an opportunity to join a workshop at the Colloquium following its introductory session or you can pre-register online.

So, workshops in the ITC Colloquium 2021 are divided into two parts.

[1]. The first part is for presentation during the Colloquium. This is the only part which falls under the direct aegis of the ITC and it is accommodated in a 45-minute session that takes place in the virtual Colloquium setting (on Friday 9th July 2021). This session is open to anyone who is a registered delegate of the Colloquium. There is no additional charge for attending this part of the workshop, however you are advised to attend it at the ‘real’ time is running. It may contain live sections and may also provide information about limits on registration.

  • [1a]. Workshop presenters will be encouraged to make as much detail available as possible on the Colloquium web pages before any deadlines for registration are met.
  • [1b]. You can consider this first session as an introduction to the main content, and ‘advert’ for the workshop and clarification of what it involves. This should provide a clear statement on what, if any, specific qualification is provided and what, if any, credit can be claimed against CPD/CE requirements.

[2]. The second part – the actual workshop – can be scheduled to occur any time after the formal closure of the 4-day Colloquium on 12th July. This is the ‘core’ of the Workshop and can last from 3 to 6 hours (for half or full-day workshops respectively)..  

By the end of the 4-day Colloquium at the latest, you need to have decided if you want to register for one or more workshops. The deadline will be mid-morning on the last day. Registration is carried out on the main conference website ( People who want to attend need to go to the website and find the “Workshop page”. There they will find a booking form, together with the Workshop abstracts and information about timing and prices. Anyone who is registered for the Colloquium can access the workshop booking page.

The registration process will be explained in detail by the presenter in the 45-minute introductory session. They should answer all the following questions:
          a. Are numbers limited, if so, what is the maximum and minimum?
          b. Do people need any prior qualification, is any assumed?
          c. Is there a fee? If so, how much and how is it to be paid?
          d. What dates and times have been set for the Workshop?
          e. How will registered delegates access this?

Contact [email protected] with any queries.


Dr Saad M. Khan
FineTune Learning, USA

Applications of Artificial Intelligence in Assessment

Educational assessment and measurement tools are rapidly evolving to capture a broad range of learner competencies such as critical thinking, communication and collaborative problem solving (Griffin and Care, 2014). A key innovation in such tools is the use of interfaces that enable immersive interactions and capture complex student data in a multitude of sensory modalities. However, this poses a challenge: how do we extract meaningful evidence of competency from such complex, noisy and unstructured data? This workshop presents advances in artificial intelligence (AI) including modern deep learning frameworks (Bengio, 2009) to address these challenges. These models are able to exploit concept hierarchies that reflect the underlying structure inherent in data and goals of the assessment.

Duanli Yan
Educational Testing Service (ETS), USA

Computerized Multistage Testing: Theory and Applications

RMultistage testing (MST; Yan, von Davier & Lewis, 2014) has become an important framework of tailored testing, thus there are more and more international operational testing programs are considering MST for practical administrations. This workshop provides a general overview of a computerized multistage test (MST) design and its important concepts and processes for the international testing community. The MST design is described, why it is needed, and how it differs from other test designs, such as linear test and computer adaptive test (CAT) designs, how it works, and with hands-on experiences on how to do simulations with MST software.

Dr Wayne J. Camara

Fairness in educational and psychological testing: Examining theoretical, research, practice, and policy implications of 2014 Standards

The elevation of fairness as a foundational element along with validity and reliability was a substantive change to the 2014 Standards for Educational and Psychological Testing (herein referred to as the ‘Testing Standards’). This change stems from the belief that fairness “is a central issue in achieving valid test results”. Since fairness and validity are so intertwined, these same issues may interfere with the validity of test score interpretations. Documentation of standards alone does not ensure application in practice. Noted reasons for this disparity include poor dissemination of concepts and principles to professional organizations, unavailability of accessible and efficient methodologies, or no identification of relevant scholarship, examples, or recommendations for practice. The Workshop will provide an overview of different definitions and theories of fairness as the term applies to assessment, as well as the unique challenges and opportunities concerning fairness in applied settings and scholarship. The Testing Standards can provide a common resource and perspective for the workshop, but presenters will also use examples case studies and one or more group tasks to ensure audience engagement and participation.