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The Augmented Assessment Project takes a groundbreaking approach to tackle the assessment gap faced by newly arrived migrant students in Science and Mathematics Education. By leveraging cutting-edge augmented reality technology, the project seeks to create a transformative experience that will revolutionize how teachers assess and promote inclusivity in classrooms.

The Augmented Assessment Project has fulfilled a twofold objective:

Empowering Teachers: The project has developed an online library and a comprehensive training course to equip educators with the theoretical and practical knowledge necessary to assess newly arrived migrant students' prior knowledge effectively. 

Fostering Inclusive Education: By employing immersive technologies and augmented reality, the project aims to create an inclusive environment that caters to the diverse needs of students. This approach ensures that students of all backgrounds and abilities have equal opportunities to excel in Science and Mathematics education.

TIDE, UPF technology: an essential actor in the Augmented Assessment Project.

The Augmented Assessment Project has developed an augmented toolkit that includes an online library and a comprehensive training course for teachers. The TIDE research group has contributed to the design and implementation of the Augmented Assessment Library.

The Augmented Assessment library features a collection of augmented questions, with augmented representations of mathematical and scientific concepts. Teachers can select specific items from the library, generating documents complete with trigger images, codes, and answers. Upon scanning a trigger image or code, students will experience an augmented question through captivating videos, 3D animations, or sets of images. This immersive approach not only enhances engagement but also provides valuable insights into students' existing knowledge. 

Dr. Davinia Hernández-Leo, leading researcher of the TIDE research group and core member of the Augmented Assessment project considers that "the Augmented Assessment Project has the power to transform the way we assess and teach Science and Mathematics to newly arrived migrant students. By embracing augmented reality and multimodal assessment, we can enhance student engagement, motivation, and learning outcomes while promoting a more inclusive and supportive educational experience."

In addition to its immediate benefits, the Augmented Assessment Project is set to establish a common framework for assessing students' prior knowledge in Science and Mathematics Education among participating countries and beyond. This collaborative effort will strengthen the educational infrastructure and foster a more cohesive approach to migrant student integration.

The Augmented Assessment Project (Assessing Newly Arrived Migrants' Knowledge in Science and Math using Augmented Teaching Material) is an Erasmus+ K3 project (621517-EPP-1-2020-1-EL-EPPKA3-IPI-SOC-IN) with a 3-year duration. The project is led by the university consortium of The Aristotle University of Thessaloniki (AUTH), The Athens Lifelong Learning Institute (ALLI), University of Helsinki (UH), The European University Cyprus (EUC), The Polytechnic Institute of Porto (P. Porto), Institute of Educational Policy, Greece (IEP), The Cyprus Pedagogical Institute (CPI), and the TIDE research Group from Pompeu Fabra University. 

The TIDE research group is a forward-thinking education research institute committed to driving positive change in teaching and learning practices. With a team of dedicated experts and cutting-edge technological capabilities, we strive to make a meaningful impact on education worldwide.

For more information about the Augmented Assessment Project, please visit https://augmented-assessment.eu/ 

You can also check out some of the project's recent publications here:

Sofianidis, A., Oliveira, L., Stylianidou, N., Meletiou-Mavrotheris, M., Parisopoulou, E., Lukala, E. M., ... & Giannakoudakis, P. (2023). Inclusion of new arrived migrants in Science and Math: the Augmented Assessment approach. IUL Research, 4(7), 47-68.  http://dx.doi.org/10.57568/iulresearch.v4i7.450

Sofianidis A. Why Do Students Prefer Augmented Reality: A Mixed-Method Study on Preschool Teacher Students’ Perceptions on Self-Assessment AR Quizzes in Science Education. Education Sciences. 2022; 12(5):329. https://doi.org/10.3390/educsci12050329

Sofianidis, A., Chalatsis, X., Stylianidou, N., Xylouri, O., Meletiou-Mavrotheris, M., Giannakoudakis, P., & Vryonides, M. (2022). Building a Bridge for Inclusive Assessment of Newly-Arrived Migrants’ Knowledge in Science and Mathematics. Handbook of Research on Policies and Practices for Assessing Inclusive Teaching and Learning, 256.

Stylianidou, N., Sofianidis, A., Manoli, E., & Meletiou-Mavrotheris, M. (2020). “Helping Nemo!”—Using augmented reality and alternate reality games in the context of universal design for learning. Education Sciences, 10(4), 95.