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Generally, project monitoring and evaluation (M&E) are mandatory actions throughout the project planning, implementation and conclusion phases. Although the terms "monitoring" and "evaluation" go together, evaluation is usually conducted after the project is completed and is typically included as part of the project report, while monitoring is a continuous process of ongoing data collection and feedback. This aspect is often neglected. Although M&E guidelines for practitioners are in abundance, and advocacy for the use of specific models of M&E are aplenty, there is a deficit of scholarly publications on M&E of capacity development projects in higher education in particular. Furthermore, research guiding future M&E endeavours based on lessons learnt before and during the pandemic, is found wanting. The three authors, in different roles, are part of an Erasmus+ co-funded project that aims to build capacity for curriculum transformation through internationalisation and development of Collaborative Online International Learning (COIL). COIL is an inclusive approach to provide all students with virtual internationalised learning experiences without having to travel. Taking an insiders' perspective and sharing our experiences in this project, this paper should inform future M&E of capacity building projects. [For the complete Volume 20 proceedings, see ED622631.]

Once a novelty, Digitally-Based Assessments (DBA) have become commonplace in the USA. With mathematics, it is often a necessity to include items that require the student to input a mathematical formula, equation, or expression. Many of these responses, especially in the upper grades, cannot be input with a standard keyboard, but must use some type of equation entry. In this study, we compare ninth-graders' entry of mathematical expressions using an equation editor versus using handwriting recognition on a tablet. While neither method is currently without flaws, we discuss the benefits and drawbacks of each as well as potential methods for improvement and the implications for mathematics assessment. [For the complete proceedings, see ED606531.]

These Proceedings are a written record of the research presented at the 40th Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (PME-NA) held in Greenville, South Carolina, November 15-18, 2018. The theme of the conference is "Looking Back, Looking Ahead: Celebrating 40 Years." The Proceedings include papers from 6 plenary papers, 69 research reports, 133 posters, and 17 working groups. Papers from the research reports, brief research reports, and posters are organized into chapters by topics. Chapters include the following: (1) Plenary Papers; (2) Curriculum and Related Factors; (3) Early Algebra, Algebra, and Number Concepts; (4) Geometry and Measurement; (5) Inservice Teacher Education/Professional Development; (6) Mathematical Knowledge for Teaching; (7) Mathematical Processes; (8) Preservice Teacher Education; (9) Statistics and Probability; (10) Student Learning and Related Factors; (11) Teaching and Classroom Practice; (12) Technology; (13) Theory and Research Methods; and (14) Working Groups. [Individual plenary and research papers are available in ERIC.]

This panel explores the unique challenges and opportunities presented by the expanded sociotechnical practices associated with the preservation, curation, and use of visual information and ongoing perceptions of the affordances and constraints associated with new and emerging visual information objects. The panelists and the respondent work with the curation and preservation of visual information across a variety of research areas and utilize both qualitative and quantitative methods to understand the parallel and divergent sociotechnical challenges of curating visual information across analog, digitized, and born‐digital contexts. Sites of analysis range from format‐specific identity‐representation issues to the cultural practices of media archivists, translational challenges when moving complex scientific data across various digital and analog formats, and the role of accessibility in the design and deployment of discovery systems within cultural heritage institutions. Responding to the unique and intersecting challenges produced by working with visual information across various archival and digital curation contexts, the panelist will reflect on the practical and theoretical outcomes from ongoing research projects and identify persistent and emergent issues within the digital curation of visual information. [ABSTRACT FROM AUTHOR]

Mathematical Argumentation skills have historically been overlooked in assessment, but the inclusion of Mathematical Argumentation in the Common Core State Standards (CCSS) as one of the Standards of Mathematical Practice challenges assessment developers to assess this mathematical practice. Explanation and justification of one's own thinking to a specific audience is considered a fundamental part of this mathematical practice. Based on student demonstration of argumentation skills when engaging with peers, we have developed automated conversations with virtual teachers and peers to investigate how alternative conversational patterns influence types of student responses. This technology allows assessment developers an innovative avenue for exploring new task designs that adapt to individual users and produce additional data not found in traditional measures. Preliminary findings from this investigation are presented. [For the complete proceedings, see ED583608.]