The transition from paper-based tests to corresponding computer-administered tests allows for the incorporation of improved interfaces that support response making. The main research question is whether innovative interfaces affect test response time and/or response accuracy. This study compared performance on banked cloze tests using a…

The purpose of this evaluation was to examine the impact of i-Ready Personalized Instruction on reading achievement, as measured by SBA scores. We compared students in schools using i-Ready Personalized Instruction school-wide (Treatment students) to students who only received i-Ready Diagnostic assessments and who were in schools only partially…

The purpose of this evaluation was to examine the impact of i-Ready Personalized Instruction on math achievement, as measured by SBA scores. We compared "striving learner" students who were assigned to use i-Ready Personalized Instruction (Treatment students) and "striving learner" students assigned to only receive i-Ready…

The use of digital technologies in teaching and learning processes has opened new and wide frontiers in mathematics education. Research in education moves towards teaching and learning (and assessing) twenty-first-century skills and computer-based testing seems an interesting possibility for assessing such skills. From this perspective, comparing…

The purpose of this evaluation was to examine the impact of i-Ready Personalized Instruction on math achievement, as measured by SBA scores. We compared students in schools using i-Ready Personalized Instruction school-wide (Treatment students) and students who only received i-Ready Diagnostic assessments and who were in schools only partially…

Phonological processing of written characters has been recognized as a crucial element in acquiring literacy in any language, both native and foreign. This study aimed to assess Japanese primary school students' phoneme-grapheme recognition skills using both paper-based and touch-interface tests. Differences between the two test formats and the…

Background: Formative assessment is an essential element for improving teaching and learning in the classroom. During the COVID-19 pandemic and national lockdown, educators were confronted with the need to adapt to online assessment. South African educators also experienced challenges that made online formative assessment difficult. Aim: This…

Computer-based testing is becoming dominant for assessments in education. In New York, students take state assessments, which are now administered digitally. While this transition in technology offers advantages, there are also challenges, including insufficient digital literacy for students to adequately meet the technological demands of the…

Virtual Environment for Social Information Processing (VESIP™) is a web-based social information processing assessment developed for youth in grades 3-7. VESIP was developed to address: (1) the broader assessment of social information processing in a variety of socially challenging situations; and (2) the need for technically strong and scalable…

Background: Item response times in computerized assessments are frequently used to identify rapid guessing behaviour as a manifestation of response disengagement. However, non-rapid responses (i.e., with longer response times) are not necessarily engaged, which means that response-time-based procedures could overlook disengaged responses.…

The purpose of this evaluation was to examine the impact of i-Ready Personalized Instruction that met Curriculum Associates' recommended usage levels on mathematics achievement, as measured by the Massachusetts Comprehensive Assessment System (MCAS) mathematics assessment. This study compared mathematics achievement growth of students who used…

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…

Currently mathematics difficulties in schools are a major problem due to several factors. Some research suggest that mathematics teaching-learning methodology could be one of the causes. As a result, alternative teaching methods to the traditional approach (ciphers-based closed algorithm [CBC]) have emerged, such as numbers-based open algorithm…

This study explored the validity of growth on two computer adaptive tests, Star Reading and Star Math, in explaining performance on an end-of-year achievement test for a sample of students in Grades 3 through 6. Results from quantile regression analyses indicate that growth on Star Reading explained a statistically significant amount of variance…

Prior research on the Measures of Academic Progress (MAP), a computer-adaptive test distributed by the Northwest Evaluation Association, has primarily focused on the Reading MAP for screening/benchmarking in elementary grades. The purpose of this study was to explore the functional form of growth and the extent to which student variability in…