This study examines the determinants of online academic dishonesty using the theory of planned behavior. We surveyed 1087 college students in Central Philippines and utilized a partial least squares-structural equation modeling analysis to evaluate a proposed model. Results demonstrate that 10 of the 11 hypothesized relationships are statistically…

Direct assessments of early childhood development (ECD) are a cornerstone of research in developmental psychology and are increasingly used to evaluate programs and policies in lower- and middle-income countries. Despite strong psychometric properties, these assessments are too expensive and time consuming for use in large-scale monitoring or…

Augmented Reality (AR) technologies allow for holograms to be layered over the real-world, "augmenting" human vision by adding technical information or illustrations onto 3D space. Although AR-based applications are showing positive effects in many systematic reviews and meta-analyses, well-designed, rigorous studies with strong control…

Autism Spectrum Disorder (ASD) is a heterogeneous condition associated with differences in functional neural connectivity relative to neurotypical (NT) peers. Language-based functional connectivity represents an ideal context in which to characterize connectivity because language is heterogeneous and linked to core features in ASD, and NT language…

Purpose: Most assessment tools used to diagnose and characterize autism spectrum disorder (ASD) were developed for in-person administration. The coronavirus disease 2019 (COVID-19) pandemic resulted in the need to adapt traditional assessment tools for online administration with only minimal evidence to support validity of such practices. Methods:…

Standard online tutorials at The Open University, based in the UK, are generally tutor-led with the tutor setting the agenda and content. This study investigated the inclusion of online student-led drop-in tutorials to support assessment on an OU level one module. The aims were to gauge the value to students of this style of tutorial, to…

This paper explores the relationship between educational technologies and public education, discussing issues of technology becoming an end in itself, the impact of learner access to knowledge, technology's role in assessment, requisite skills for a technological society, and the technology's capacity to inform policy and practice. While…

Driven by technological innovations, continuous digital expansion has transformed fundamentally the landscape of modern higher education, leading to discussions about evaluation techniques. The emergence of generative artificial intelligence raises questions about reliability and academic honesty regarding multiple-choice assessments in online…

This report presents findings from two studies examining accommodations policies and research on alternate assessments based on alternate academic achievement standards (AA-AAAS). This policy analysis and literature review revealed several key insights about accommodations for AA-AAAS, with far-reaching implications for policy, practice, and…

This study analyses changes in students' perceptions of online examinations during the transition from a face-to-face to a fully online assessment system. We compare data from a survey administered to two samples of students at a distance learning university at the end of two consecutive academic years in which a new online examination system was…

This study examined the interactive dynamics between researchers and participants during the co-construction of academic concepts. Embracing a socio-constructivist approach, messages, categories, and correlations were scrutinised across multiple activity segments. The study involved 12 pairs of university students and a facilitator-researcher. The…

In recent years, the lower secondary school curriculum in the Republic of Ireland has been subject to assessment-led reform, many elements of which, such as the increased focus on continuous school-based assessment, reflect those of similar initiatives introduced in other countries. This paper explores the extent to which this reformed approach is…

Although existing research has explored various aspects of online exam cheating, there is a scarcity of studies with in-depth qualitative phases focusing specifically on psychological reasons for online exam cheating in higher education context. Therefore, the aim of this mixed-methods research is to investigate the psychological reasons behind…

Value-Added Models (VAMs) are both common and controversial in education policy and accountability research. While the sensitivity of VAMs to model specification and covariate selection is well documented, the extent to which test scoring methods (e.g., mean scores vs. IRT-based scores) may affect VA estimates is less studied. We examine the…

Some college students may be disengaged when completing assessments for institutional accountability and improvement. If disengagement is not identified and the resulting data are removed, the validity of score interpretations suffers. Using data gathered from students who completed non-consequential assessments for institutional accountability,…