In the context of digital technologies, computational thinking (CT) is considered a key competence of primary school teachers. However, assessment tools to measure in-service teachers' CT competence are rare. The current study explains the design, development, and validation of a scale to determine the in-service teachers' mastery level of their…

To address the computational constraints of parameter estimation in the polytomous Cognitive Diagnosis Model (pCDM) in large-scale high data volume situations, this study proposes two two-stage polytomous attribute estimation methods: P_max and P_linear. The effects of the two-stage methods were studied via a Monte Carlo simulation study, and the…

Self-mastery refers to problem-focused coping facilitated through personal agency. Communal mastery describes problem solving through an interwoven social network. This study investigates an adaptation of self- and communal mastery measures for youth. Given the important distinction between family and peers in the lives of youth, these adaptation…

These proceedings contain the papers of the 18th International Conference on Cognition and Exploratory Learning in the Digital Age (CELDA 2021), held virtually, due to an exceptional situation caused by the COVID-19 pandemic, from October 13-15, 2021, and organized by the International Association for Development of the Information Society…

The purpose of this paper was to examine the psychometric properties of a non-word repetition task (NRT), the Late-8 Non-word Repetition Task (L8NRT). This task was designed similarly to the NRT, but contains only Late-8 consonants to increase articulatory demands and avoid ceiling effects in studies with adolescents and adults. Thirty college…

A computer simulation study was conducted to investigate Subkoviak's index of reliability for criterion-referenced tests, called the coefficient of agreement. Results indicate that the index can be adequately estimated. (JKS)

Four different methods for estimating the proportions of testees properly classified as having mastered or not mastered test content are examined, using data from the Scholastic Aptitude Test. All four methods prove reasonably accurate and all show some bias under certain conditions. (JKS)

Discusses the evaluation of a teacher's craft knowledge, or wisdom of teaching. Uses case studies from a national board certification assessment to illustrate the problems of test design and validation. (FMW)

Classical test construction and analysis procedures are applicable and appropriate for use with criterion referenced tests when samples of both mastery and nonmastery examinees are employed. (Author/BB)

Latent partition analysis is shown to be useful in determining the conceptual homogeneity of an item population. Such item populations are useful for mastery testing. Applications of latent partition analysis in assessing content validity are suggested. (Author/JKS)

Forty adolescent subjects were administered the Woodcock Reading Mastery Tests. The Passage Comprehension Test for each subject was rescored using three different ceiling criteria. The three scoring methods were found to be equivalent to the scoring method recommended in the Woodcock Manual in terms of internal consistency reliability. (Author/LMO)

The purpose of this study was to develop a valid and reliable racquetball skills test for evaluating college racquetball students. (MM)

Introduces a theoretical framework for mastery testing, using Item Response Theory and Bayesian Decision Theory. The idea of sequential testing is developed, with the goal of providing longer or shorter tests as needed, and a computerized application to a hypothetical professional knowledge examination is discussed. (Author/LRW)

A method based on the Poisson approximation to the binomial distribution and on the relation between the Chi-Squared distribution and the Poisson distribution is suggested for selected use in determining the number of items and passing scores in mastery Lests. (Author/RL)

Two types of classification error are possible in competency tests: erroneous classification of an individual as a "master" of the subject (Type II error), and erroneous classification of a master as a "nonmaster" of the subject (Type I). If steps are taken to minimize Type II errors, an artificially high number of true masters…