With the research reported here, we specifically aim to develop application products of scientific work independence instruments through science integrated learning (SIL) for various education levels (elementary schools, junior high schools, senior high schools, and universities). The SIL model was applied in learning to determine specific…

The purpose of this ethnographic study was to examine the relationship between focused keyboarding instruction and the required standardized assessments mandated by Federal and State authorities. Initial mandates required that the first assessment to be administered online would be the Writing Assessment by year 2014. The assessment given in…

The overall aim of the current investigation was to develop and validate the initial version of the Minnesota Inference Assessment (MIA). MIA is a web-based measure of inference processes in Grades K-2. MIA leverages the affordances of different media to evaluate inference processes in a nonreading context, using age-appropriate fiction and…

The overall aim of the current investigation was to develop and validate the initial version of the Minnesota Inference Assessment (MIA). MIA is a web-based measure of inference processes in K-2. MIA leverages the affordances of different media to evaluate inference processes in a nonreading context, using age-appropriate fiction and nonfiction…

There is a need for developmentally appropriate Computational Thinking (CT) assessments that can be implemented in early childhood classrooms. We developed a new instrument called "TechCheck" for assessing CT skills in young children that does not require prior knowledge of computer programming. "TechCheck" is based on…

The framework and tools used for classroom assessment can have significant impacts on teacher practices and student achievement. Getting assessment right is an important component in creating positive learning experiences and academic success. Recent government reports (e.g., United States, Australia) call for the development of systems that use…

This article outlines some key issues for writing effective computer-aided assessment (CAA) questions in subjects with substantial mathematical or statistical content, especially the importance of control of random parameters and the encoding of wrong methods of solution (mal-rules) commonly used by students. The pros and cons of using CAA and…

This paper reports analysis of 2006-2007 on-entry assessment data from the Performance Indicators in Primary Schools Baseline Assessment (PIPS-BLA) of random samples of students in England, Scotland, New Zealand and Australia. The analysis aimed, first, to investigate the validity and reliability of that instrument across countries and sexes, and,…