Students' perception and learning practices about online timed take-home examinations and the factors affecting students' learning practices in the presence of COVID-19 have largely been unexplored. Nine students of arts, business and science sub-degree programmes participated in this study. Semi-structured interviews and reflective journals were…

Objective: When students learn or solve problems, attentional resources are depleted; rest breaks may restore cognitive functioning in support of learning. Research framed by attention restoration theory holds that exposure to natural environments may be another means to restore attentional resources. The study investigated the effects of…

Cognitive diagnosis models (CDMs) have been studied as a means of providing detailed diagnostic information about the skills that have been mastered, and the skills that have not, by examinees. Prior research has examined the use of automated test assembly (ATA) alongside CDMs; however, no previous study has investigated how to perform ATA when a…

Background: Computerised adaptive tests (CATs) are tests that provide personalised, efficient and accurate measurement while reducing testing time, depending on the desired level of precision. Schools have different types of assessments that can benefit from a significant reduction in testing time to varying degrees, depending on the area of…

This meta-analysis examined the validity of an alternative to traditional assessments called the Wonderlic which is a brief measure of general mental ability. Our results showed significant, positive correlations between Wonderlic scores and academic performance in general ([r-bar] = 0.26), between Wonderlic scores and undergraduate GPA in…

The relevant literature concerning the relationship between humorous intervention and academic performance features conflicting evidence. Authors present evidence that humor is able to directly benefit student academic performance (Ford et al., 2012), while other authors suggest humorous distraction may actually worsen performance (Bieg et al.,…

The extent to which a test's time limit alters a test taker's performance is known as speededness. The manifestation of speededness, or speeded behavior on a test, can be in the form of random guessing, leaving a substantial proportion of test items unanswered, or rushed test-taking behavior in general. Speeded responses do not depend solely on a…

This study is a conceptual replication of Ellis' 'Measuring implicit and explicit knowledge of a second language: A psychometric study', published in "Studies in Second Language Acquisition" (2005), aiming to establish the importance of including belief statements (hypothesized to increase processing demands) in the design of Elicited…

Eye tracking research technologies are often used to study how individuals attend visually to different types of AAC displays (e.g. visual scene displays, grid displays). The assumption is that efficiency of visual search may relate to efficiency of motor selection necessary for communication via aided AAC; however, this assumption has not…

This mixed-methods study explored American College Test (ACT) composite scores and Tennessee Value-Added Assessment System (TVAAS) growth scores in connection with a student's race, socioeconomic status, and gender as well as perceived factors that promote or inhibit success on the ACT. Quantitative data were collected from existing TVAAS data for…

This study analyzed performance, process, and survey data of eighth graders with learning disabilities (LDs) who took the 2017 National Assessment of Educational Progress (NAEP) digital math test. Compared with students with LDs who did not receive extended time accommodations (ETAs), students with LDs who received and used ETA scored…

We compared the influence of open-book extended duration versus closed book time-limited format on reliability and validity of written assessments of pharmacology learning outcomes within our medical and dental courses. Our dental cohort undertake a mid-year test (30xfree-response short answer to a question, SAQ) and end-of-year paper (4xSAQ,…

This study examines the knowledge representation of Japanese university students assessed using grammaticality judgement tests (GJTs) and a metalinguistic knowledge test (MKT). The study also investigates the role of automatised and non-automatised explicit knowledge in general L2 language proficiency. Participants were 87 late learners of English…

Both of us were drawn into the writing assessment field initially through our lived experiences as schoolteachers. We worked in radically different contexts -- Martin was head of a languages department and teacher of French and German in the late 1990s in the UK, and David was a Grade 12 teacher of Academic English in Alberta, Canada, at the turn…

This study investigated the effect of consistent freewriting practice on written fluency development. Thirty-nine first-year university students completed 70 10-minute freewriting activities over the course of an academic semester. Written fluency, measured as words produced per minute (wpm), increased from a mean of 19.5 wpm to 30.1 wpm over a…