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Jonathan Seiden – Annenberg Institute for School Reform at Brown University, 2025
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…
Descriptors: Young Children, Child Development, Performance Based Assessment, Developmental Psychology
Joshua Anbar; Maurice Metoyer; Christopher J. Smith; Nicole L. Matthews – Journal of Autism and Developmental Disorders, 2025
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:…
Descriptors: Intelligence Tests, Autism Spectrum Disorders, Scores, Computer Assisted Testing
Maria Townsend; Emma Champion; Gwendoline Berndt – Open Learning, 2025
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…
Descriptors: Electronic Learning, Open Education, Tutorial Programs, Computer Assisted Testing
Shengnan Han; Shahrokh Nikou; Workneh Yilma Ayele – International Journal of Educational Management, 2024
Purpose: To improve the academic integrity of online examinations, digital proctoring systems have recently been implemented in higher education institutions (HEIs). The paper aims to understand how digital proctoring has been practised in higher education (HE) and proposes future research directions for studying digital proctoring in HE.…
Descriptors: Computer Assisted Testing, Supervision, Higher Education, Cheating
Hwanggyu Lim; Kyung T. Han – Educational Measurement: Issues and Practice, 2024
Computerized adaptive testing (CAT) has gained deserved popularity in the administration of educational and professional assessments, but continues to face test security challenges. To ensure sustained quality assurance and testing integrity, it is imperative to establish and maintain multiple stable item pools that are consistent in terms of…
Descriptors: Computer Assisted Testing, Adaptive Testing, Test Items, Item Banks
Kunyu Xu; Yu-Min Ku; Chenlu Ma; Chien-Hui Lin; Wan-Chen Chang – Metacognition and Learning, 2024
As an important construct in the cognitive process, comprehension monitoring has received much scholarly attention. Researchers have recognized comprehension monitoring as an ability closely linked with children's reading comprehension ability and working memory capacity. Evidence is also abundant to prove that comprehension monitoring skill…
Descriptors: Eye Movements, Computer Assisted Testing, Memory, Reading Comprehension
Ben Backes; James Cowan – Grantee Submission, 2024
We investigate two research questions using a recent statewide transition from paper to computer-based testing: first, the extent to which test mode effects found in prior studies can be eliminated in large-scale administration; and second, the degree to which online and paper assessments offer different information about underlying student…
Descriptors: Computer Assisted Testing, Test Format, Differences, Academic Achievement
Ben Backes; James Cowan – Applied Measurement in Education, 2024
We investigate two research questions using a recent statewide transition from paper to computer-based testing: first, the extent to which test mode effects found in prior studies can be eliminated; and second, the degree to which online and paper assessments offer different information about underlying student ability. We first find very small…
Descriptors: Computer Assisted Testing, Test Format, Differences, Academic Achievement
Maite Alguacil; Noemí Herranz-Zarzoso; José C. Pernías; Gerardo Sabater-Grande – Journal of Computing in Higher Education, 2024
Cheating in online exams without face-to-face proctoring has been a general concern for academic instructors during the crisis caused by COVID-19. The main goal of this work is to evaluate the cost of these dishonest practices by comparing the academic performance of webcam-proctored students and their unproctored peers in an online gradable test.…
Descriptors: Cheating, Computer Assisted Testing, Randomized Controlled Trials, Supervision
Yazid Meftah Ali Wahas; Akbar Joseph A. Syed – Education and Information Technologies, 2024
Technology has become a fundamental means to encourage reliable and more effective assessments. Rapid technological developments have led to the widespread use of digital platforms and devices in all aspects of life. Educational institutions worldwide had to take advantage of this technological leap during pandemics such as COVID-19, which changed…
Descriptors: Educational Technology, Technology Uses in Education, Computer Assisted Testing, Barriers
Samira Syal; Marcia Davis; Xiaodong Zhang; Jason Schoeneberger; Samantha Spinney; Douglas J. Mac Iver; Martha Mac Iver – Reading Psychology, 2024
Motivation to read is crucial to improving reading skill. While there is extensive research examining reading motivation among elementary students, with respect to adolescents, research is limited. Employing a person-centered approach can aid in developing a better understanding of adolescent reading motivation and would help address possible…
Descriptors: Reading Motivation, Adolescents, Reading Achievement, High School Students
Jyun-Hong Chen; Hsiu-Yi Chao – Journal of Educational and Behavioral Statistics, 2024
To solve the attenuation paradox in computerized adaptive testing (CAT), this study proposes an item selection method, the integer programming approach based on real-time test data (IPRD), to improve test efficiency. The IPRD method turns information regarding the ability distribution of the population from real-time test data into feasible test…
Descriptors: Data Use, Computer Assisted Testing, Adaptive Testing, Design
Ágnes Hódi; Edit Tóth – International Journal of Early Childhood, 2024
Phonological awareness plays a key role in learning to read; therefore, its assessment has received a lot of attention. Research in the domain of phonological awareness has been characterized by attempts to develop reliable and valid assessment tools for diverse populations. Over the past few decades, phonological awareness assessment has gone…
Descriptors: Phonological Awareness, Computer Assisted Testing, Hungarian, Native Language
Wang, Hei-Chia; Maslim, Martinus; Kan, Chia-Hao – Education and Information Technologies, 2023
Distance learning frees the learning process from spatial constraints. Each mode of distance learning, including synchronous and asynchronous learning, has disadvantages. In synchronous learning, students have network bandwidth and noise concerns, but in asynchronous learning, they have fewer opportunities for engagement, such as asking questions.…
Descriptors: Automation, Artificial Intelligence, Computer Assisted Testing, Asynchronous Communication
Uto, Masaki; Aomi, Itsuki; Tsutsumi, Emiko; Ueno, Maomi – IEEE Transactions on Learning Technologies, 2023
In automated essay scoring (AES), essays are automatically graded without human raters. Many AES models based on various manually designed features or various architectures of deep neural networks (DNNs) have been proposed over the past few decades. Each AES model has unique advantages and characteristics. Therefore, rather than using a single-AES…
Descriptors: Prediction, Scores, Computer Assisted Testing, Scoring