This paper describes the design and evaluation of the Organic chemistry Representational Competence Assessment (ORCA). Grounded in Kozma and Russell's representational competence framework, the ORCA measures the learner's ability to "interpret," "translate," and "use" six commonly used representations of molecular…

Background: A practical test that measures the information and communication technology (ICT) skills students need for effectively using ICT in primary education has yet to be developed (Oh et al., 2021). This paper reports on the development, validation, and reliability of a test measuring primary school students' ICT skills required for…

The purpose of this study is to develop a test to assess students' level of counterintuitiveness in basic electric circuits. Data from four samples were gathered and used to develop and validate the counterintuitive basic electric circuit test (CBECT). The initial version of the CBECT was administered to the first sample and data collected from…

The multiple-choice (MC) item format has been widely used in educational assessments across diverse content domains. MC items purportedly allow for collecting richer diagnostic information. The effectiveness and economy of administering MC items may have further contributed to their popularity not just in educational assessment. The MC item format…

The first batch of graduates in the country under the K-12 curriculum graduated in 2018. Thus, a call for an evaluation of students' acquired competency is essential. That's why, there is a need for the construction of assessment tools. In this study, a valid, reliable, and item quality achievement test in General Mathematics was developed. Eight…

The development of assessments as part of the funded LOCUS project is described. The assessments measure students' conceptual understanding of statistics as outlined in the GAISE PreK-12 Framework. Results are reported from a large-scale administration to 3,430 students in grades 6 through 12 in the United States. Items were designed to assess…

There is a broad literature in multiple-choice test development, both in terms of item-writing guidelines, and psychometric functionality as a measurement tool. However, most of the published literature concerns multiple-choice testing in the context of expert-designed high-stakes standardized assessments, with little attention being paid to the…

Contribution: This article is centered on effects that the COVID-19 lockdown has produced on the student performance in specific engineering course. The study treats to evaluate if the changes in the teaching and student assessment have been suited. Background: Most of higher education courses have had to adapt to this situation and made quick…

The ability to assess students' content knowledge and make meaningful comparisons of student performance is an important component of instruction. ACS exams have long served as tools for standardized assessment of students' chemistry knowledge. Because these exams are designed by committees of practitioners to cover a breadth of topics in the…

The answer-until-correct (AUC) method of multiple-choice (MC) testing involves test respondents making selections until the keyed answer is identified. Despite attendant benefits that include improved learning, broad student adoption, and facile administration of partial credit, the use of AUC methods for classroom testing has been extremely…

Recent literature in the field of L2 vocabulary assessment has advocated for the development of written receptive vocabulary tests such as Vocabulary Levels Tests (VLTs) that use: (a) meaning-recall item formats, (b) a minimum of 40 item counts per 1,000-frequency band to improve level estimates, and (c) lemmas (not word-families) as the lexical…

Instruments for assessing secondary students' conceptual understanding of core concepts in biology are needed by educational practitioners and researchers alike. Most instruments available for secondary biology (years 9 to 12) focus only on highly specific biological concepts instead of multiple core concepts. This study describes the development…

The Mineralogy Concept Inventory (MCI) is a statistically validated 18-question assessment that can be used to measure learning gains in introductory mineralogy courses. Development of the MCI was an iterative process involving expert consultation, student interviews, assessment deployment, and statistical analysis. Experts at the two universities…

This study provides the development phases and initial psychometric evaluation of the Integrated Care Competency Scale (ICCS) with sample (n = 243). Specifically, quantitative methods with graduate counseling students were used in this study. The ICCS through a three-phase study process was honed to 65 items and broadly assesses graduate…

The discovery and characterisation of planets orbiting distant stars has shed light on the origin of our own Solar System. It is important that college-level introductory astronomy students have a general understanding of the planet formation process before they are able to draw parallels between extrasolar systems and our own Solar System. In…