One of the many impacts of the COVID-19 pandemic has been the increasing prevalence and accessibility of online education. This trend has also introduced challenges for students, instructors, and institutions. This study examines factors affecting online course satisfaction, focusing on individual, instructor, and institutional level…

In many testing programs it is assumed that the context or position in which an item is administered does not have a differential effect on examinee responses to the item. Violations of this assumption may bias item response theory estimates of item and person parameters. This study examines the potentially biasing effects of item position. A…

Past work has demonstrated that language comprehension ability correlates with general chemistry course performance with medium effect sizes. We demonstrate here that language comprehension's strong cognitive grounding can be used to inform effective and equitable pedagogies, namely, instructional interventions that differentially aid low-skilled…

Value-added models have been widely used to assess the contributions of individual teachers and schools to students' academic growth based on longitudinal student achievement outcomes. There is concern, however, that ignoring the presence of missing values, which are common in longitudinal studies, can bias teachers' value-added scores.…

A teacher evaluation system can be threatening to faculty, especially if used for summative decisions. Therefore, it is important to obtain valid and pertinent information. Since students are extensively exposed to course elements, students' evaluation of instruction should be one of several components in the teacher evaluation system. Since…