Quantitative measures of systematic differences in OSCE scoring across examiners (often termed examiner stringency) can threaten the validity of examination outcomes. Such effects are usually conceptualised and operationalised based solely on checklist/domain scores in a station, and global grades are not often used in this type of analysis. In…

Purpose: The aim of this study was to advance the use of structured, monologic discourse analysis by validating an automated scoring procedure for core lexicon (CoreLex) using transcripts. Method: Forty-nine transcripts from persons with aphasia and 48 transcripts from persons with no brain injury were retrieved from the AphasiaBank database. Five…

Purpose: Subjective speech intelligibility assessment is often preferred over more objective approaches that rely on transcript scoring. This is, in part, because of the intensive manual labor associated with extracting objective metrics from transcribed speech. In this study, we propose an automated approach for scoring transcripts that provides…

The constructs of complexity, accuracy and fluency (CAF) have been used extensively to investigate learner performance on second language tasks. However, a serious concern is that the variables used to measure these constructs are sometimes used conventionally without any empirical justification. It is crucial for researchers to understand how…

Metacognitive monitoring processes have been shown to be critical determinants of human learning. Metacognitive monitoring consist of various knowledge estimates that enable learners to engage in self-regulatory processes important for both the acquisition of knowledge and the monitoring of one's knowledge when engaged in assessment. This study…

The study investigated teacher knowledge of error analysis in differential calculus. Two teachers were the sample of the study: one a subject specialist and the other a mathematics education specialist. Questionnaires and interviews were used for data collection. The findings of the study reflect that the teachers' knowledge of error analysis was…