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Lin, Jing-Wen – Journal of Science Education and Technology, 2016
This study adopted a quasi-experimental design with follow-up interview to develop a computer-based two-tier assessment (CBA) regarding the science topic of electric circuits and to evaluate the diagnostic power of the assessment. Three assessment formats (i.e., paper-and-pencil, static computer-based, and dynamic computer-based tests) using…
Descriptors: Computer Assisted Testing, Diagnostic Tests, Quasiexperimental Design, Interviews
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Davis, Larry – Language Testing, 2016
Two factors were investigated that are thought to contribute to consistency in rater scoring judgments: rater training and experience in scoring. Also considered were the relative effects of scoring rubrics and exemplars on rater performance. Experienced teachers of English (N = 20) scored recorded responses from the TOEFL iBT speaking test prior…
Descriptors: Evaluators, Oral Language, Scores, Language Tests
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Shute, Valerie J.; Leighton, Jacqueline P.; Jang, Eunice E.; Chu, Man-Wai – Educational Assessment, 2016
Designing, developing, and administering assessments has remained fairly unchanged across the past century. However, recent developments in instructional technology, learning science theory, and advances in the design of assessments necessitate a newfound perspective on assessment. The objective of the present article is to review the topic of…
Descriptors: Educational Assessment, Educational Innovation, Standardized Tests, Achievement Tests
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Nutbrown, Stephen; Higgins, Colin – Computer Science Education, 2016
This article explores the suitability of static analysis techniques based on the abstract syntax tree (AST) for the automated assessment of early/mid degree level programming. Focus is on fairness, timeliness and consistency of grades and feedback. Following investigation into manual marking practises, including a survey of markers, the assessment…
Descriptors: Programming, Grading, Evaluation Methods, Feedback (Response)
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Dorozhkin, Evgenij M.; Chelyshkova, Marina B.; Malygin, Alexey A.; Toymentseva, Irina A.; Anopchenko, Tatiana Y. – International Journal of Environmental and Science Education, 2016
The relevance of the investigated problem is determined by the need to improving the evaluation procedures in education and the student assessment in the age of the context of education widening, new modes of study developing (such as blending learning, e-learning, massive open online courses), immediate feedback necessity, reliable and valid…
Descriptors: Student Evaluation, Evaluation Methods, Item Response Theory, Mathematical Models
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Ryoo, Kihyun; Linn, Marcia C. – Journal of Research in Science Teaching, 2016
Advances in automated scoring technologies have the potential to support student learning during inquiry instruction by providing timely and adaptive guidance on individual students' responses. To identify which forms of automated guidance can be beneficial for inquiry learning, we compared reflective guidance to directive guidance for…
Descriptors: Active Learning, Inquiry, Computer Assisted Testing, Scoring
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Worrell, Jamie; Duffy, Mary Lou; Brady, Michael P.; Dukes, Charles; Gonzalez-DeHass, Alyssa – Preventing School Failure, 2016
Many schools use computer-based testing to measure students' progress for end-of-the-year and statewide assessments. There is little research to support whether computer-based testing accurately reflects student progress, particularly among students with learning, performance, and generalization difficulties. This article summarizes an…
Descriptors: Computer Assisted Testing, Generalization, Reading Strategies, Reading Comprehension
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Landry, Oriane; Al-Taie, Shems – Journal of Autism and Developmental Disorders, 2016
We conducted a meta-analysis of 31 studies, spanning 30 years, utilizing the WCST in participants with autism. We calculated Cohen's d effect sizes for four measures of performance: sets completed, perseveration, failure-to-maintain-set, and non-perseverative errors. The average weighted effect size ranged from 0.30 to 0.74 for each measure, all…
Descriptors: Executive Function, Cognitive Tests, Cognitive Ability, Abstract Reasoning
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Caldwell, Amanda; Hawe, Eleanor – Assessment Matters, 2016
Assessment can be powerful when teachers are able to analyse, interpret and use information in ways that enhance their teaching and programmes, and students' learning. A qualitative approach was used to investigate how teachers of Years 4-8 students analyse, interpret and use information gained from administration of the Progressive Achievement…
Descriptors: Data Use, Data Interpretation, Data Analysis, Achievement Tests
Macken, Sharon – ProQuest LLC, 2016
The purpose of this causal-comparative study is to investigate the influence of an individualized computer-based program on student academic growth in mathematics over one school year. One hundred and eighty eight kindergarten students in a suburban setting participated in the Northwest Evaluation Association (NWEA) Measures of Academic (MAP)…
Descriptors: Computer Assisted Instruction, Mathematics Achievement, Kindergarten, Young Children
Litzler Jerman, Mary Frances; Garcia Laborda, Jesus – Online Submission, 2016
This paper discusses the results of a study conducted with 218 students in the final year of high school to determine their opinions about the feasibility of using a tablet PC for delivery of a standardized English language test. One such test could be the English paper of the exam given to students upon completion of the Baccalaureate program in…
Descriptors: Standardized Tests, Student Attitudes, Handheld Devices, English (Second Language)
Underwood, Catherine – Australian Council for Educational Research, 2016
The International Computer and Information Literacy Study (ICILS) is the first international comparative study that examines students' acquisition of computer and information literacy (CIL). The study assessed student CIL achievement in 18 countries and three benchmarking participants through a computer-based assessment administered to students in…
Descriptors: Computer Uses in Education, Internet, Computers, Foreign Countries
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Molnar, Gyongyver; Hodi, Agnes; Magyar, Andrea – AERA Online Paper Repository, 2016
Vocabulary knowledge assessment methods and instruments have gone through a significant evolution. Computer-based tests offer more opportunities than their paper-and-pencil counterparts, however, most digital vocabulary assessments are linear and adaptive solutions in this domain are scarce. The aims of this study were to compare the effectiveness…
Descriptors: Adaptive Testing, Vocabulary Skills, Computer Assisted Testing, Student Evaluation
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Kiray, Seyit Ahmet, Ed.; Tomevska-Ilievska, Elizabeta, Ed. – Online Submission, 2021
"Current Studies in Educational Disciplines 2021" is published annually from the selected papers invited by the editors. This edition includes 6 sections and 14 papers from the field of Environmental Education, Science Education, Educational Technology, Mathematics Education, Assessment in Education and STEM Education. All submissions…
Descriptors: Environmental Education, Science Education, Educational Technology, Mathematics Education
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Sahin, Alper; Weiss, David J. – Educational Sciences: Theory and Practice, 2015
This study aimed to investigate the effects of calibration sample size and item bank size on examinee ability estimation in computerized adaptive testing (CAT). For this purpose, a 500-item bank pre-calibrated using the three-parameter logistic model with 10,000 examinees was simulated. Calibration samples of varying sizes (150, 250, 350, 500,…
Descriptors: Adaptive Testing, Computer Assisted Testing, Sample Size, Item Banks
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