This study aimed to adapt the Get Set2 quiz and design a diagnostic quiz for implementation under assumed knowledge admissions into university science degrees. The GetReady Quiz that was designed, comprised five modules benchmarked against the high school curriculum in Mathematics, Chemistry and Biology. The significance of this study stems from…

The teaching of writing in secondary English subjects in Australia, as in other countries including England and the United States, has become increasingly formulaic. Pedagogies including direct instruction, modelling, scaffolding, and genre-based approaches involve the implementation of formulas for writing sentences, paragraphs, and entire…

The present paper raises a discussion about assessment formats in mathematics courses at Norwegian universities during the Covid lockdown. This proved to be challenging since the European GDPR regulations are strictly interpreted in Norway, making proctoring at home difficult. Based on analyses of nine university teachers' feedback on how exams…

This study examined the use of Advancity Learning Management Systems (ALMS) and the Moodle Learning Management Systems (LMS) in learning settings, as well as online exams, within the framework of Transactional Distance Theory. With 146 college students (n[subscript female] = 102, n[subscript male] = 44) as voluntary participants, data was gathered…

The field of school psychology, built on a foundation of evidence-based practice, has produced an abundance of research to inform school-based practice. However, this empirical tradition has not been applied to the predominant activity in which school psychologists are engaged: psychoeducational assessment. Despite numerous critiques and proposed…

The purpose of this article is to provide practical, research-based strategies for using technology to monitor Individualized Education Plan (IEP) goal progress. Steps in the assessment process and progress monitoring strategies are provided to support educators in meeting the needs of students and to communicate the performance results with…

Despite knowledge of COVID-19's expected impact on the 2020 and 2021 academic school years, policymakers, professional organizations, and test publishers have failed to offer consistent, well-defined or corresponding advice to educational evaluators on how to meet the unique challenges the pandemic has introduced. The directive vacuum that was…

This study assessed implementation of the Computer-based Instrument for Low-motor Language Testing (C-BiLLT). The C-BiLLT is an accessible language comprehension assessment tool originally developed for children with cerebral palsy and complex communication needs. The purpose of the current study was to understand the clinical contexts in which…

The shift to successful online learning requires online assessment strategies that could facilitate the learning and teaching process and determine the achievement of learning outcomes. This study examined how students' achievement was assessed in an online learning environment during the COVID-19 pandemic and how the College of Education (COE)…

The aim of the study was to evaluate the extended version of the Problem-Solving Inventory (PSI) via an online learning setting known as the Online Problem-Solving Inventory (OPSI) through the lens of Rasch Model analysis. To date, there is no extended version of the PSI for online settings even though many researchers have used it; thus, this…

Although tests and assessments--such as those used to maintain a physician's Board certification--are often viewed merely as tools for decision-making about one's performance level, strong evidence now indicates that the experience of being tested is a powerful learning experience in its own right: The act of retrieving targeted information from…

Dynamic assessment is heavily based on Vygotskian socio-cultural theory and in recent years researchers have shown interest in the theory as a way to facilitate learning. This study attempted to examine the comparative effect of group dynamic assessment (GDA) and computerized dynamic assessment (CDA) on listening development, L2 learners'…

In scholarly research, disabilities are predominantly understood as something that obscures assessment rather than enriches it. In this study, I examine how research on assessment adjustments (e.g. extra time in tests and separate testing rooms) portrays disabled students. I discuss how this area of research plays a role in constructing an image…

Different e-learning technologies may offer different incentive factors, which influence behavioural intention. Moreover, when adopting a new e-learning technology for an extended period, learners' perceptions and learning behaviour may change during the learning period. Unfortunately, as formative assessments (FAs) are often continuously…

The challenges experienced in measurement and evaluation during the distance education process among student and instructor groups are discussed in the study. A qualitative meta-synthesis method is used in this research. Twenty studies were included in the meta-synthesis. The challenges experienced by the instructors are program utilization,…