Background: The Teacher-Student relationship (TSR) is instrumental for young children and adolescents' socio-emotional development and wellbeing as well as academic engagement and progress. Aims: The primary aim of this study was to test the psychometric properties, including reliability and factorial, convergent, and predictive validity, of the…

The Adult Autism Quotient (AQ), the Empathy Quotient (EQ) and the Relative's Questionnaire (RQ) were used as part of the Adult Asperger's Assessment (AAA) by a diagnostic service for adults without an intellectual disability with suspected autism spectrum disorder (ASD). This service is part of the National Health Service (NHS) in England. Little…

In England, Wales and Northern Ireland, the General Certificate of Secondary Education (GCSE) has been for the last 35 years the most common qualification by which students' attainment at age 16 has been measured. The range and balance of processes by which the GCSEs' programmes of study have been assessed have varied over the decades, to include…

As part of an investigation into the relationship between classroom dialogue and student outcome, a test of reasoning has been developed that is suitable for preadolescents (i.e. c.10-13-year-olds). Building on previous work but expanding this considerably, the test focuses upon four areas of reasoning: differentiation of facts from opinions,…

In this study we aim to characterize a way of proving which can be produced in a primary mathematics classroom and explore the factors that influence these processes and lead to changes in the way of proving. Assuming proving as a socially embedded activity, we conceptualize it as the interplay between 'construction' and 'substantiation' based on…

This study investigated task contextualization as a means of assessing students' ability to apply their subject knowledge to new situations. Through analyzing 527 Functional Mathematics examination questions that claim to assess students' application skills, it developed a set of principles for embedding questions in context: deep…

Core Maths qualifications were introduced into the post-16 curriculum in England in 2014 to help students develop their quantitative and problem-solving skills. Taking the qualification should also give students confidence in understanding the mathematical content in other courses taken at the same time. In this article, we explore whether Core…

Valid and reliable tools to measure mental health are a key requirement to developing a robust evidence base on mental health difficulties and autism. There are several reasons why mental health measures developed for the neurotypical population may not be valid and reliable when used with autistic adults. Using data collected from a national…

Fairness in assessment has become increasingly topical and controversial in recent years. Assessment theoreticians are writing more about fairness and assessment practitioners have developed processes and good practice to minimise unfairness. There is also increased scrutiny by students, parents and the wider public--not only of the fairness of…

A Delphi consensus methodology was used to adapt the Autism Diagnostic Interview--Revised for the assessment of deaf children with suspected autism spectrum disorder. Each Autism Diagnostic Interview--Revised item was considered by a panel of nine international experts in terms of relevance and acceptability. Modifications were proposed and agreed…

As part of GCSE (General Certificate of Secondary Education) reforms in England, requirements for assessing application in science increased. Setting examination questions in context facilitates testing application as students need to apply what they know and understand to a particular situation. This research explored the nature of the contexts…

Background: Current UK measures of early spoken language comprehension require manipulation of toys and/or verbal responses and are not accessible to children with severe motor impairments. The Computer-Based Instrument for Low motor Language Testing (C-BiLLT) (originally validated in Dutch) is a computerized test of spoken language comprehension…

The Key Stage 2 Reading Standard Assessment Test (SAT) is a national test of reading comprehension taken by all 11-year olds in state schools in England. The results of this high-stakes test are used for accountability and comparative purposes. While it is acknowledged that these uses have a negative impact on both schools and pupils [Education…

Vocabulary knowledge strongly predicts second language reading, listening, writing, and speaking. Yet, few tests have been developed to assess vocabulary knowledge in French. The primary aim of this pilot study was to design and initially validate the Context-Aligned Two Thousand Test (CA-TTT), following open research practices. The CA-TTT is a…

The Early Years Foundation Stage Profile (EYFSP) is a statutory, summative teacher assessment against nationally prescribed criteria. It is completed for all children in state education in England in summer of the reception year, when September-born children are nearly 6 and summer-born children are turning 5. This research uses quantitative…