The purpose of this study is to examine the relationship between technology-supported writing instruction at the K-12 level and deep learning approaches and to understand the trends in this field. In the study, 12 articles selected from Web of Science, Scopus, ERIC and EBSCO databases were systematically analysed. The findings reveal that the…

We conducted a meta-analysis of 31 studies, spanning 30 years, utilizing the WCST in participants with autism. We calculated Cohen's d effect sizes for four measures of performance: sets completed, perseveration, failure-to-maintain-set, and non-perseverative errors. The average weighted effect size ranged from 0.30 to 0.74 for each measure, all…

Complex Problem Solving (CPS) is seen as a cross-curricular 21st century skill that has attracted interest in large-scale-assessments. In the Programme for International Student Assessment (PISA) 2012, CPS was assessed all over the world to gain information on students' skills to acquire and apply knowledge while dealing with nontransparent…

If microcomputers are used as automated testing stations, for use in psychometric assessment, there are economic advantages. Discussion follows, however, on whether it is possible to improve the quality of cognitive assessment by extending the range of cognitive abilities to be assessed. Two types of extension are considered: modifying and…

Logic-based measurement brings into verbal reasoning tests the inferential objectivity of numerical reasoning tests. Implications for personnel selection include performance prediction, legal defensibility of personnel selection tests, design of economical tests, and test taxonomies which sample basic inferential processes. The linkage of…

Effects of self-adapted testing (SAT), in which examinees choose the difficulty of items themselves, on ability estimates, precision, and efficiency, mechanisms of SAT effects, and examinee reactions to SAT are reviewed. SAT, which is less efficient than computer-adapted testing, is more efficient than fixed-item testing. (SLD)

Research dealing with the administration of tests via computer is reviewed. Several issues related to computerized testing are discussed, and areas in need of additional research are identified. The focus is on education-related ability and achievement testing; psychological tests and computer-based simulations are not addressed. (SLD)

This paper reports on existing studies and uses meta analysis to compare and synthesize the results of 20 studies from 8 research reports comparing the ability measure equivalence of computer adaptive tests (CAT) and conventional paper and pencil tests. Using the research synthesis techniques developed by Hedges and Olkin (1985), it is possible to…

Discusses changes in testing as a result of the availability of extensive inexpensive computing and some recent developments in statistical test theory. Describes the role of the Computerized Adaptive Test (CAT) and modern Item Response Theory (IRT) in ability testing tailored to each student's knowledge and ability. (JAC)

Research on the major computerized adaptive testing (CAT) strategies is reviewed, and some findings are reported that examine effects of examinee demographic and psychological characteristics on CAT strategies. In fixed branching strategies, all examinees respond to a common routing test, the score of which is used to assign examinees to a…