Misconceptions have been an important area of study in STEM education towards improving our understanding of learners' construction of knowledge. The advent of largescale tutoring systems has given rise to an abundance of data in the form of learner question-answer logs in which signatures of misconceptions can be mined. In this work, we explore…

Reviewing the research on teachers' diagnostic competences shows that most findings focus on the correspondence between teachers' diagnostic judgments and students' actual achievement, while cognitive processes and cognitive resources of teachers in diagnostic situations have been examined much less. We intend to extend this state of research from…

The present study extends recent advances coordinating research on cognition and psychometric modeling around fractions. Recent research has demonstrated that the Diagnosing Teachers' Multiplicative Reasoning Fractions survey provides information about distinct components necessary for reasoning in terms of quantities when solving fraction…

This paper describes methods for an alignment study and psychometric analyses of a formative assessment system, Diagnoser Tools for physics. Diagnoser Tools begin with facet clusters as the interpretive framework for designing questions and instructional activities. Thus each question in the diagnostic assessments includes distractors that…

The "Revised Learning Process Questionnaire" has been part of the development of a conceptual understanding of how students learn and what motivates them to engage in particular tasks. We obtained responses from 329 student volunteers at a mid-sized public university in the southeast United States. While looking at the psychometric…

This study describes a well-defined data-driven diagnostic identification and selection procedure for choosing students at-risk of academic failure for appropriate academic support services. This algorithmic procedure has been validated both by historical quantitative studies of student precedents and outcomes as well as by current qualitative…

Explained is the development of the New England Educational Diagnostic Centre (N.E.E.D. Centre), an assessment and intervention center for children referred for academic, behavioral, communication, and/or developmental problems, with special emphasis on preschoolers. Outlined is information on the program's management and administration; programs…

The epidemiological approach, as elaborated to accomodate multiple-causation of chronic disease, is suggested as appropriate for the size and the nature of the failure-to-learn problem faced by educators. The epidemiological approach begins with an examination of the health status of an area's population. Major problems are identified with respect…

Confusion, misinterpretations, and conflicting theoretical beliefs seem to be characteristic of language assessment practices. Much of the confusion and misrepresentation are due to the great variety of terms used in the language assessment process and to incomplete definitions of these terms and their operations. In an attempt to clarify the…

This report stresses the need for behavioral analysts to become more responsible in "setting" behavioral objectives in educational and therapeutic settings. Traditionally, behavior analysis concentrated on how behavior is learned and how it can be taught, but not on which behaviors should be learned. Four steps are outlined in the analysis…

Understanding students' learning styles is one of the first steps to providing an effective education. Four elements must be present in schools for mastery of content to occur. These four elements operate in sequence and each supports those that follow. The elements are (1) diagnosis of student traits and skills, (2) development of specific…

Though many test developers have utilized item response theory in their work, few have taken advantage of the potential of item response theory for providing new interpretation procedures that accentuate the educational implications to be drawn from test scores. This paper describes several features, based upon the Rasch difficulty and ability…

The potential of multidisciplinary teams to control for possible errors in diagnosis, classification, and placement and to provide a vehicle for ensuring effective outcomes of diagnostic practices is illustrated. The present functions of the school-based multidisciplinary team (also called, for example, assessment team, child study team, placement…

Described is the Quick Neurological Screening Test (QNST), a measure of "soft" neurological signs frequently associated with learning disabilities, and discussed are research findings on the QNST. The QNST is said to provide classroom teachers with a method for identifying children whose learning disabilities are caused by neurological…

The editor of The Orton Society examines issues relevant to the neurological characteristics and treatment of dyslexics in the context of the heritage of S. Orton and the four principles of the Orton Society: (1) Differences are personal. (2) Diagnosis is clinical. (3) Treatment is educational. (4) Understanding is scientific. (DB)