Augmentative and alternative communication (AAC) is a core component of speech pathology practice. However, international literature has highlighted that speech language pathologists (SLPs) may not feel confident or competent in this area. Confidence and competence are critical factors in therapy as they can impact the quality-of-service…

Previous research has focused on self-assessments rather than objective assessments for assessing teachers' technological knowledge (TK). Notwithstanding, empirical studies have failed to show stable relationships between self-assessments and objective assessments. In this study, we investigate the extent to which scenario-based self-assessments…

This dissertation investigates the application of network models in educational assessment across diverse learning settings, encompassing both clinical and classroom environments. As educational paradigms shift and digital tools become more embedded in learning processes, traditional assessment methods often fall short in effectively capturing the…

Multiple Choice Questions come with the correct answer. Examinees have various reasons for selecting their answer, other than knowing it to be correct. Yet MCQs are common as summative assessments in the education of Computer Science and Information Systems students. To what extent can MCQs be answered correctly without knowing the answer; and can…

This innovation proposes an alternative to the traditional exam/test model. Many faculty members have likely struggled with the need to objectively assess their students and the push back they get from students in administering such assessments. The current article outlines a win-win solution that allows professors to objectively assess student…

Purpose: The current study aimed to understand the clinical decision-making skills of school-based speech-language pathologists (SLPs) using narrative and expository discourse information from three sources: perception of language through listening to language alone, standardized criterion-referenced narrative assessment data, and word- and…

Contribution: This paper shows how significantly computer science instructors can disagree when grading code writing questions in introductory computer science (CS1) exams. Certain solutions are considered "very good" by some instructors and "very bad" by others. The study identifies four factors as possible contributors to…

This paper examined the use of assessment techniques in extensive reading and students' and teachers' perceptions on the practice of extensive reading. A total of 232 university students who were placed at different proficiency levels of classes and 13 professors participated in the study by completing a questionnaire. In-depth interviews were…

There is a well-established need for academic libraries to demonstrate their impact on student learning, particularly through the application of measurable outcomes in information literacy instruction (ILI). Recent literature is replete with articles both outlining the importance of well-designed assessment as an integral part of ILI and providing…

A problem faced by many instructors is that of designing exams that accurately assess the abilities of the students. Typically, these exams are prepared several days in advance, and generic question scores are used based on rough approximation of the question difficulty and length. For example, for a recent class taught by the author, there were…

Teaching practices within educational institutions have evolved through the increased adoption of technology to deliver the curriculum and the use of computers for assessment purposes. For educational technologists, there is a vast array of commercial computer applications available for the delivery of objective tests, and in some instances,…

In 2011, Donna DiBartolomeo and Zachary Clark enrolled in the Arts in Education Program at Harvard Graduate School of Education. Harvard Graduate School of Education is home to Project Zero, an educational research group comprising multiple, independently funded projects examining creativity, ethics, understanding, and other aspects of learning…

We introduce a specific type of item for knowledge tests, confidence-weighted true-false (CTF) items, and review experiences of its application in psychology courses. A CTF item is a statement about the learning content to which students respond whether the statement is true or false, and they rate their confidence level. Previous studies using…

We have developed simple data-mining algorithms to assess the consistency and the randomness of student responses to problems consisting of multiple true or false statements. In this paper we describe the algorithms and use them to analyze data from introductory physics courses. We investigate statements that emerge as outliers because the class…

Misconceptions about psychology are prevalent among introductory students. Just how prevalent and what can be done to change these misconceptions depends on valid methods of assessment. The most common method of assessment, the true/false questionnaire, is problematic. The present study compared true/false with forced choice formats to determine…