The results of total testing from the years 2015-2022 on the mathematical and verbal achievement of Lithuanian pupils (N [approximately equal to] 250,000) are presented. These are the standardised tests from grades 4 to 12. The K-Means method has discovered six types of achievement. The highest achievement type is dominated by girls (61.1%) who…

The increasing use of low-stakes international assessments highlights the importance of test-taking efforts. Previous studies have used self-reported and response time-based measures to examine this effort. Although differences between these measures have been suggested, their association with performances and potential gender gaps remains…

The UK-based article develops a quantitative method for measuring 8-9-year-old children's Gender Ability Beliefs through drawings, assessing the reliability and validity of the measure and its association with respondents' self-reported gender. The measure, originally used in the US by Beilock et al. (2010), required respondents to draw two…

Recent research provides evidence that an intersectional approach to defining reference and focal groups results in a higher percentage of comparisons flagged for potential DIF. The study presented here examined the generalizability of this pattern across methods for examining DIF. While the level of DIF detection differed among the four methods…

Concept maps are powerful tools used to reveal challenges in students' learning. However, their use introduces complexities when a large group of students' conceptualizations need to be examined. In this study, concept maps of 344 general chemistry students were analyzed after grouping them based on achievement in chemistry, math proficiency, and…

With the budding interests of structural and functional network characteristics as potential parameters for abnormal brains, an essential and thus simpler representation and evaluations have become necessary. Eigenvector centrality measure of functional magnetic resonance imaging ("fMRI") offer region wise network representations through…

Online assessments of learning, or online exams, have become increasingly widespread with the rise of distance learning. Online exams are preferred by many students and are perceived as a quick and easy tool to measure knowledge. On the contrary, some students are concerned about the possibility of cheating and technological difficulties in online…

Two-stage examinations consist of a first stage in which students work individually as they typically do in examinations (stage 1), followed by a second stage in which they work in groups to complete another examination (stage 2), which typically consists of a subset of the questions from the first examination. Data from two-stage midterm and…

Many adolescents struggle with reading comprehension, despite an emphasis on reading instruction over recent decades. Evidence suggests that informational text is particularly challenging for students. To implement assessments within a multi-tiered framework, schools must have psychometrically adequate tools. Using data of 473 students in Grades 6…

This study was conducted to examine the achievements of students in the concepts of light and shadow measured in different assessment formats according to the learning style and gender. In this study, correlational survey model was used. The sample consisted of 10th grade (16 years) high school students (n=815) from different types of six high…

We study the existence of a gender gap between two methods of grading student achievement in Spain, namely teachers' assessment which measures cognitive outcomes and standardised test scores, which are consistent across Spanish schools. We use rich census information of Andalusian students attending secondary schools. Our results indicate that…

We investigated the associations between teacher-rated and direct assessments of early elementary students' speech and language skills to explore whether using teachers as primary screeners yielded assessment data that reliably identified young students with language difficulties who many need a more comprehensive evaluation. We assessed first-…

In seeking to maximize student learning, educators must implement grading practices that assess well-defined course standards and clearly articulate student proficiency. Standards-based grading (SBG) practices enhance student learning by linking well-defined course standards and effective feedback. Analysis of variance (ANOVA) testing sought to…

This study investigated the relationship between formative assessment and reading achievement in Hong Kong, a Confucian Heritage Culture (CHC) society. 4,837 Hong Kong students were surveyed in a nine-item questionnaire that was used as indicator variable of formative assessment strategies. The study used multi-group structural equation modelling…

Background/Context: Achievement gaps motivate a range of practices and policies aimed at closing those gaps. Most gaps studies assume that differences in observed test scores across subgroups are measuring differences in content mastery. For such an assumption to hold, students in the subgroups being compared need to be giving similar effort on…