C
B
-1
B
-1
C
B
-2
1
102
2
201
B202
9:00 1
10:30 - 12:00
e
12:00 - 13:30
13:30 - 14:15
14:30 -16:00
16:20 -17:50
18:00 -
1
B101
2
B102
8:00
9:00 - 10:20
10:30 - 11:50
1
2
3
4
1
5
2
6
3
7
11:50 - 13:00
13:00 - 14:40
14:50 - 16:20
16:30 - 18:30
e
21
e
1
J
e
9
8
(
A
H
S
2
) 10:30 - 12:00 J
ISO
B202
(ISO/IEC 2007)
e
e
e
e
e
1.
IT
····························
(
IPA)
(
2. GTEC CBT
22
IPA)
ICT
············································
26
CEES
3.
···········
28
4.
·································································
30
(
)
24
9
8
(
) 14:30 - 16:00 J
ETS
ETS
4
B202
·····························································
Paul Deane
ETS
Paul Deane
CBAL
Cognitively Based Assessment of, for, and as Learning
CBAL
32
K-12
CBAL
2
J
9
8
(
) 16:20 – 17:50 J
B202
······························
36
J
9
9
1
9:00 – 10:20
B101
1.
···················
40
2.
···················
42
·
44
·························
48
3.
(1)
4.
J
9
9
2
9:00 – 10:20
2
B102
1.
·······························
52
2.
·············
56
··································
58
(
)
(
)
(
)
3.
/CRET
J
9
3
9
10:30 – 11:50
B101
1.
·······························
62
2.
································
66
―― ···············································
70
Nguyen Duc Thien
3. IRT
――
4. IRT
――
(2)
IRT
(3)
IRT
―― ··············
72
J
9
9
4
10:30 – 11:50
B102
1.
·
76
··················
78
························································································
82
2.
3.
e
1
1000
4. Co-creating
IRT
·····
86
1
J
9
9
e
13:00 – 14:40
B101
1. e
························································································
90
2.
··························
92
3.
··························
96
··························
98
4.
5. e
e
··········································
100
J
9
9
5
13:00 – 14:40
B102
1.
·······················
102
···················
106
3.
·········································
108
4.
···································
112
5.
·····················································
116
2.
DIF
J
2
21
9
14
9
1. 21
2. CoREF
3.
14:50 – 16:20
B101
······················
120
··························································
121
·······································
121
J
9
6
9
14:50 – 16:20
B102
1. The Impact of LAMS Project Training on Test Development Skills of Trainees and
Change in their Perceived Self-Efficacy ···············································
122
Etenesh Mekonnen
Mathematics and Science Improvement Center, Ministry of Education,
Ethiopia
Hidetoki Ishii
Psychology and Human Developmental Science, Graduate School of
Education and Human Development, Nagoya University
2. Quality Difference between LAMS and Conventional Mathematics Question Items
in Item Difficulty and Discrimination Poweron Grade Seven Students in Bahir Dar
City, Ethiopian ················································································
126
Bimerew Kerie
Mathematics and Science Improvement Center, Ministry of Education,
Ethiopia
Hidetoki Ishii
Psychology and Human Developmental Science, Graduate School of
Education and Human Development, Nagoya University
3.
4. MMQ
··············
130
·············································
132
J
9
9
3
S
16:30 – 18:30
B101
1
1.
2.
···························································
IRT
134
···························
136
········································
140
4.
·······················
144
5.
·······································
146
3. IRT
J
9
9
7
e
A
16:30 – 18:30
1.
2.
H
B102
·················
150
··································
154
·····························
156
······················································································
160
······························································
162
··············
164
CBT
Asia ATP
Asia ATP
3.
CBT
4.
5.
6.