School accountability systems increasingly hold schools to account for their performances using value-added models purporting to measure the effects of schools on student learning. The most common approach is to fit a linear regression of student current achievement on student prior achievement, where the school effects are the school means of the…

The fact that researchers have not been able to reach consensus about what constitutes dyslexia, may lead to inconsistency in the operational definitions of the measures used to assess dyslexia, which in turn jeopardizes the validity of these assessments. As this has potential negative consequences for children in need of remedial reading…

Background: Rapid reviews involve a streamlined approach to knowledge synthesis. They are used to identify high-quality evidence for the purpose of informing decisions and initiatives, completed over relatively short timeframes, and have been found to reach conclusions that do not differ extensively from full systematic reviews. Although common in…

The importance of student self-assessment and its contribution to learning in teacher education is well documented in the research literature. However, we still need to better understand when and why self-assessment actually works. This study examines preservice teachers' perception of self-assessment prior to and following experiencing…

This study examines the validity of a student teaching evaluation instrument used in a teacher preparation program. Grounded in research-based conceptualizations of teaching and aligned to standards from relevant professional associations, the instrument is used to evaluate teacher candidates during their student teaching experience. To determine…

Despite their importance, dynamic and diagnostic assessments (DigAs) have received little attention in phycological aspects of foreign language teaching and learning settings; therefore, this study compared the effects of dynamic and diagnostic assessment (DigA) on Afghan EFL learners' speaking fluency and accuracy (SFA), learning anxiety (LA),…

The paper presents a method for recommending augmentations against conceptual gaps in textbooks. Question Answer (QA) pairs from community question-answering (cQA) forums are noted to offer precise and comprehensive illustrations of concepts. Our proposed method retrieves QA pairs for a target concept to suggest two types of augmentations: basic…

This study is about the effectiveness of concept maps as a formative assessment. It aimed to investigate the effectiveness of concept maps in formative assessment for the teaching and learning of biological concepts at the secondary level. One group pretest-posttest quasi-experimental design was used for this study. The experiment was completed in…

Student self-assessment has been framed as a way to address the issues of power in assessment in higher education. However, rarely has self-assessment been used to challenge the broader political issues of grading. In this study, I introduce the concept of summative self-assessment, drawing on self-grading as a practice that seeks to disrupt the…

The use of multiple-choice testing is common among all levels of education. This study examined one type of multiple-choice testing: the Immediate Feedback--Assessment Technique®? (IF-AT®?), which uses an answer-until-correct testing format. More than 300 undergraduate students in a speech-language-hearing sciences course used the IF-AT®? to take…

The purpose of this study was to examine the impact and development of online learning experiences, behaviours and self-regulation of a sample of Mainland Chinese postgraduate students who engaged consecutively in three Moodle discussion tasks. Questionnaire data (n = 41) suggested significant correlations between students' online learning…

Background: Online learning has grown significantly during the past two decades, and COVID-19 pandemic has expedited this process. However, previous research has shown how academic dishonesty is more prevalent under these modalities. Therefore, there is the challenge of performing trustworthy remote assessments, in order to obtain valid and…

Bridge International Academies, the largest network of elementary schools in the developing world operates both low-cost private schools, and public-private partnership schools. More than 800,000 students are enrolled in 2,026 schools in five countries. Bridge tries lots of different ideas and initiatives, many of which are backed up by research…

The National Assessment of Educational Progress (NAEP) in Reading aims to measure reading comprehension for students in the United States and to monitor progress in our education system. NAEP Reading is developed based on an assessment framework document that is periodically revised to reflect the latest understandings about reading comprehension…

This study investigated the relationship between formative assessment and reading achievement in Hong Kong, a Confucian Heritage Culture (CHC) society. 4,837 Hong Kong students were surveyed in a nine-item questionnaire that was used as indicator variable of formative assessment strategies. The study used multi-group structural equation modelling…