Assessing students' participation in science practices presents several challenges, especially when aiming to differentiate meaningful (vs. rote) forms of participation. In this study, we sought to use machine learning (ML) for a novel purpose in science assessment: developing a construct map for students' "consideration of generality,"…

Background & Context: We describe the rationale, design, and initial validation of computational thinking (CT) assessments to pair with curricular lessons that integrate fractions and CT. Objective: We used cognitive models of CT (learning trajectories; LTs) to design assessments and obtained evidence to support a validity argument. Method: We…

This study contributes to a better understanding of the potential of student peer review in higher education by examining how repeated practice influences student learning. The study reports on the experiences of undergraduate science students who were systematically trained in peer review over three years. Twelve were interviewed in both their…

When the art of assessment in online and distributed learning is grounded in Freirean writings, instructors have the opportunity to craft a nuanced and layered learning environment where the potential for critical consciousness is enhanced through carefully codesigned assessment strategies. Patton (2017) summarized 10 pedagogical principles based…

We report on a systematic review of the landscape of peer assessment in massive open online courses (MOOCs) with papers from 2014 to 2020 in 20 leading education technology publication venues across four databases containing education technology-related papers, addressing three research issues: the evolution of peer assessment in MOOCs during the…

The article focused on the use of assessment for learning in promoting active learning and learner participation in mathematics. Assessment for learning (AfL) has been found to enhance learning and improve performance. However, teachers' use of AfL to enhance active learning has not been clearly outlined. This study is part of the broader research…

Mark and Greer's ("International Journal of Artificial Intelligence in Education," 4(2/3), 129-153, 1993) review was very influential in setting out effective goals and methods for evaluating adaptive educational systems of all kinds. A later review brought the story up to date (Greer, "International Journal of Artificial…

Creating summative assessments that accurately test students' breadth of knowledge and critical thinking can be a difficult task. Instructors often rely upon overly complex quick response questions or constructed response exams. However, students often have negative perceptions of the latter. The authors implemented an approach for administering…

This paper carried out a contextual analysis of different models of performance appraisals in both developed and developing countries on Higher Education Institutions (HEIs). First, it conducted a thorough examination of the contextual implications of performance appraisal models in developed and developing countries. Secondly, to better…

A growing body of research recognizes the critical role of the school principal, demonstrating that school principals' effects on student outcomes are second only to those of teachers. Yet policy makers have often paid little attention to principals, choosing instead to focus policy reform on teachers. In the last decade, this pattern has shifted…

Extending previous research on the Computers Are Social Actors paradigm and the human-to-human interaction script, this study examines the interpersonal impressions of a social robot evaluator versus a human evaluator in a performance evaluation context. A between-subjects experiment was conducted to measure participants' impressions of the…

Clients display considerable variations in functioning across the contexts that encompass their social environments (e.g., home, school/workplace, peer interactions). No single measurement method can fully capture these variations. Yet, assessors must balance the need to accurately capture clients' clinical presentations, and at the same time…

Ipsative assessment is an approach to evaluating student progress that covers a wide range of assessment and feedback practices. In ipsative assessment, students receive an indication of their achievement that represents the extent of their improvements from their previous assessed task(s) in relation to one or more objectives. In turn, ipsative…

This chapter summarizes issues related to the accurate and timely identification of students with emotional and/or behavioral disorders (EBDs) as well as identifying need, planning interventions, and monitoring outcomes. First, we describe ongoing issues and concerns with accurate (e.g., minimization of false positives and false negatives) and…

In this new edition of a bestseller, school counseling scholar and advocate Trish Hatch and National School Counselor of the Year Julie Hartline provide school counselors with new ways for moving from reactive to proactive and from random to intentional counseling. By using data to determine what all students deserve to receive and when some…