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Learners' Annotations and Written Markings When Taking a Digital Multiple-Choice Test: What Support Is Needed?
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Victoria Crisp; Sylvia Vitello; Abdullah Ali Khan; Heather Mahy; Sarah Hughes – Research Matters, 2025
This research set out to enhance our understanding of the exam techniques and types of written annotations or markings that learners may wish to use to support their thinking when taking digital multiple-choice exams. Additionally, we aimed to further explore issues around the factors that contribute to learners writing less rough work and…
Descriptors: Computer Assisted Testing, Test Format, Multiple Choice Tests, Notetaking
Exploring Perceptual Learning-Style Preferences of English Language Non-Gainers in Computerized Dynamic Reading Assessment
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Ebadi, Saman; Goodarzi, Ahmad – Reading Psychology, 2023
This study presents the results of a sequential explanatory mixed-method approach to investigate the Iranian English language non-gainers of a computerized dynamic reading comprehension test (CDRT) by utilizing a learning style survey. Using an interventionist approach, the researchers used the CDRT software to explore English learners' perceptual…
Descriptors: Cognitive Style, English (Second Language), Second Language Learning, Reading Tests
Examining the Development of Metacognitive Strategy Knowledge and Its Link to Strategy Application in Complex Problem Solving -- A Longitudinal Analysis
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Nicolay, Björn; Krieger, Florian; Stadler, Matthias; Vainikainen, Mari-Pauliina; Lindner, Marlit Annalena; Hansen, Anne; Greiff, Samuel – Metacognition and Learning, 2022
The ability to solve complex problems successfully represents a key competence for students' educational success and beyond. While strategy application and metastrategic knowledge constitute two underlying components that drive successful complex problem solving (CPS), little is known about how these two facets develop individually and jointly in…
Descriptors: Metacognition, Problem Solving, Cognitive Processes, Cognitive Style
Learning Experience during the Pandemic: Perspectives of Foundation Students
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Sim, Siew-Chen; Gan, Siew-Wei; Tang, Yu-Hoe; Sarma, Vengadeshvaran J. – Journal of Further and Higher Education, 2023
This study examines the learning experiences including academic performance and assessments of Foundation students at a British University's campus in Malaysia during the first year of the COVID-19 pandemic. A focus on foundation students is important because First-Year Experience is crucial to their academic success in higher education. Using a…
Descriptors: Foreign Countries, College Freshmen, COVID-19, Pandemics
Who Volunteers? Results from an Internet-Based Cognitive Monitoring Study of Community-Based Older Adults
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Veal, Britney; Sadeq, Nasreen A.; Atkinson, Taylor J.; Andel, Ross – Health Education & Behavior, 2023
Objectives: Volunteering promotes well-being and may provide added purpose to life after retirement. Limited evidence exists regarding the characteristics and study adherence among those who participate in longitudinal studies while also volunteering outside the study. We assessed characteristics and adherence of older adults who volunteered…
Descriptors: Volunteers, Well Being, Longitudinal Studies, Cognitive Ability
Integrated Listening/Speaking Skill Assessment: The Role of Ambiguity Tolerance, Cognitive/Metacognitive Strategy Use, and Foreign Language Anxiety
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Karim Sadeghi; Neda Bakhshi – International Journal of Language Testing, 2025
Assessing language skills in an integrative form has drawn the attention of assessment experts in recent years. While some research data exists on integrative listening/reading-to-write assessment, there is comparatively little research literature on listening-to-speak integrated assessment. Also, little attention has been devoted to the role of…
Descriptors: Language Tests, Second Language Learning, English (Second Language), Computer Assisted Testing