In the 21st century, the urgent educational demand for cultivating complex skills in vocational training and learning is met with the effectiveness of the four-component instructional design model. Despite its success, research has identified a notable gap in the address of formative assessment, particularly within computer-supported frameworks.…

Acid-base chemistry, and in particular the Lewis acid-base model, is foundational to understanding mechanistic ideas. This is due to the similarity in language chemists use to describe Lewis acid-base reactions and nucleophile-electrophile interactions. The development of artificial intelligence and machine learning technologies has led to the…

This study investigates the differential impacts of various online language assessment models--specifically, the Nonlinear Dynamic Individual-Centered Language Assessment (NDICLA), diagnostic assessment, and formative assessment--on the cognitive load and learning outcomes of English as a Foreign Language (EFL) learners within computer-assisted…

Increased online learning is helping many appreciate that online grading, formative assessment, and summative testing can cause instructor burnout and leave little time for more productive instructor interactions. We reimagined grading, assessment, and testing in an extended program of design-based research using situative theory to refine online…

Analyses that reveal how treatment effects vary allow researchers, practitioners, and policymakers to better understand the efficacy of educational interventions. In practice, however, standard statistical methods for addressing Heterogeneous Treatment Effects (HTE) fail to address the HTE that may exist within outcome measures. In this study, we…

Allowance for multiple chances to answer constructed response questions is a prevalent feature in computer-based homework and exams. We consider the use of item response theory in the estimation of item characteristics and student ability when multiple attempts are allowed but no explicit penalty is deducted for extra tries. This is common…

Over the past 8 years, U.S. kindergarten classrooms have been impacted by policies mandating or recommending the administration of a specific kindergarten entry assessment (KEA) in the initial months of school as well as the increasing reliance on digital technology in the form of mobile apps, touchscreen devices, and online data platforms. Using…

Cognitive scientists investigate mental models (how humans organize and structure knowledge in their minds) so as to understand human understanding of and interactions with the world. Cognitive and mental model research is concerned with internal conceptual systems that are not easily or directly observable. The goal of this research was to…

This report provides short descriptions of systemic approaches for American Recovery and Reinvestment Act funding including: (1) 21st Century Classroom; (2) Comprehensive Professional Development; (3) Statewide Longitudinal Data Systems; (4) Formative Assessment; (5) Digital Content; (6) Virtual Learning; and (7) Learning Management Systems.

The plan described was developed to evaluate the training and cost-effectiveness of the Automated Instructional Management System (AIMS), a computer-based training and resource development system being developed by the Training and Doctrine Command (TRADOC) for possible installation in its schools and training centers. The Functional Description…

This paper examines ways in which hardware and software technologies can be used for effective educational assessment. The analysis considers current uses of computer technology in educational assessment and future applications. Computer systems can integrate administration of measurement instruments, presentation of instructional materials,…

In this paper, we present a web-based educational setting, referred to as SCALE (Supporting Collaboration and Adaptation in a Learning Environment), which aims to serve learning and assessment. SCALE enables learners to (i) work on individual and collaborative activities proposed by the environment with respect to learners' knowledge level, (ii)…

The IADIS CELDA 2012 Conference intention was to address the main issues concerned with evolving learning processes and supporting pedagogies and applications in the digital age. There had been advances in both cognitive psychology and computing that have affected the educational arena. The convergence of these two disciplines is increasing at a…