Online Assessment and Instruction Using Learning Maps

Online Assessment, Measurement and Evaluation ◽

10.4018/978-1-59140-747-8.ch013 ◽

2006 ◽

pp. 227-237

Author(s):

Jim Lee ◽

Sylvia Tidwell-Scheuring ◽

Karen Barton

Keyword(s):

Construct Validity ◽

Intelligent Agents ◽

Academic Progress ◽

Summative Assessment ◽

Adaptive Testing ◽

Online Assessment ◽

Instructional Interventions ◽

Seamless Integration ◽

Assessment Results

Online assessment, in its infancy, is likely to facilitate a variety of innovations in both formative and summative assessment. This chapter focuses on the potential of online assessment to accelerate learning via effective links to instruction. A case is made that detailed learning maps of academic progress are especially conducive to effective skill and concept diagnosis and prescriptive learning, contributing construct validity and precision to assessment results and coherence to instructional interventions. Item adaptive testing using learning maps and the paradigm of intelligent agents is discussed in the context of a vision of a seamless integration of assessment and instruction. The chapter is primarily speculative rather than technical.

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Construct Validity and Measurement Invariance of Computerized Adaptive Testing: Application to Measures of Academic Progress (MAP) Using Confirmatory Factor Analysis

Journal of Educational and Developmental Psychology ◽

10.5539/jedp.v3n1p88 ◽

2013 ◽

Vol 3 (1) ◽

Cited By ~ 11

Author(s):

Shudong Wang ◽

Marty McCall ◽

Hong Jiao ◽

Gregg Harris

Keyword(s):

Factor Analysis ◽

Confirmatory Factor Analysis ◽

Construct Validity ◽

Measurement Invariance ◽

Computerized Adaptive Testing ◽

Academic Progress ◽

Adaptive Testing ◽

Measures Of Academic Progress ◽

Confirmatory Factor

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ARE ENGLISH TEACHERS REALLY TRAINED TO DEAL WITH DYSLEXICS?

Revista Electrónica Sinergias Educativas ◽

10.31876/s.e.v2i2.24 ◽

2017 ◽

Vol 2 (2) ◽

Author(s):

Shirley Beatriz Enríquez Lozano ◽

Gabriela Geovanna Guevara Enriquez

Keyword(s):

Second Language ◽

Academic Progress ◽

Summative Assessment ◽

English Teachers ◽

Initial Evaluation ◽

Learning Difficulty ◽

Critical Approach ◽

Qualitative And Quantitative ◽

Important Material ◽

Dyslexic Students

Objective: In order to guarantee sustainable academic progress in dyslexic students, this work is based on tools that help English teachers manage and assess dyslexics properly. Method: The evaluation and the diagnosis were made from the application of qualitative and quantitative protocols of the critical approach, determining, the acquisition of English as a second language. Results: After the initial evaluation, a proposal was made as a tool for teachers teaching this second language. An important material provided is a list of strategies and techniques that allow teachers to guide them in the class process and evaluate students withthis learning difficulty. This resourcewas designed to be applied in the Diagnostic, Formative, and Summative Assessment. Conclusion: It is important to offer dyslexics the opportunity to be taught and assessed according to their own abilities. Teachers also need to be guided to face this problem in the classroom.

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The Angry Birds AI Competition

AI Magazine ◽

10.1609/aimag.v36i2.2588 ◽

2015 ◽

Vol 36 (2) ◽

pp. 85-87 ◽

Cited By ~ 3

Author(s):

Jochen Renz ◽

Xiaoyu Ge ◽

Stephen Gould ◽

Peng Zhang

Keyword(s):

Heuristic Search ◽

Intelligent Agents ◽

Intelligent Systems ◽

Physical World ◽

Knowledge Representation And Reasoning ◽

Controlled Environment ◽

Reasoning Under Uncertainty ◽

Seamless Integration ◽

The Past ◽

Better Than

The aim of the Angry Birds AI competition (AIBIRDS) is to build intelligent agents that can play new Angry Birds levels better than the best human players. This is surprisingly difficult for AI as it requires similar capabilities to what intelligent systems need for successfully interacting with the physical world, one of the grand challenges of AI. As such the competition offers a simplified and controlled environment for developing and testing the necessary AI technologies, a seamless integration of computer vision, machine learning, knowledge representation and reasoning, reasoning under uncertainty, planning, and heuristic search, among others. Over the past three years there have been significant improvements, but we are still a long way from reaching the ultimate aim and, thus, there are great opportunities for participants in this competition.

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Beyond test scores: A framework for reporting mathematics assessment results to enhance teaching and learning

Pythagoras ◽

10.4102/pythagoras.v39i1.393 ◽

2018 ◽

Vol 39 (1) ◽

Cited By ~ 1

Author(s):

Meshack Moloi ◽

Anil Kanjee

Keyword(s):

Teaching And Learning ◽

Summative Assessment ◽

Mathematics Assessment ◽

Limiting Factor ◽

Assessment Data ◽

National Assessment ◽

Learner Performance ◽

Reporting Framework ◽

Effective Use ◽

Assessment Results

In this article we propose a framework for reporting mathematics results from national assessment surveys (NAS) such that effective use of the resulting reports can enhance teaching and learning. We explored literature on factors that may contribute to non-utilisation of assessment data as a basis for decision-making. In the context of South Africa, we identified the form and formats in which results of NAS are reported as a possible limiting factor to the effective use of summative assessment results for formative purposes. As an alternative, we propose a standards-based reporting framework that will ensure accurate measurement of, and meaningful feedback on, what learners know and can do. We illustrate how, within a properly designed reporting framework, the results of a NAS in mathematics can be used for formative purposes to enhance teaching and learning and, possibly, improve learner performance.

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Psychometric Properties of the Online Arabic Versions of BDI-II, HSCL-25, and PDS

European Journal of Psychological Assessment ◽

10.1027/1015-5759/a000367 ◽

2019 ◽

Vol 35 (1) ◽

pp. 46-54 ◽

Cited By ~ 2

Author(s):

Pirko Selmo ◽

Tobias Koch ◽

Janine Brand ◽

Birgit Wagner ◽

Christine Knaevelsrud

Keyword(s):

Construct Validity ◽

Structural Equation ◽

Mother Tongue ◽

Psychological Help ◽

Equation Modeling ◽

Online Assessment ◽

Latent Factors ◽

Hopkins Symptom Checklist ◽

Stress Symptoms ◽

Confirmatory Factor

Abstract. The Beck Depression Inventory (BDI-II), Hopkins Symptom Checklist (HSCL-25), and Posttraumatic Diagnostic Scale (PDS) are three widely applied clinical instruments for assessing depression, anxiety, and posttraumatic stress symptoms, respectively. Use of online-based psychological help and assessment is rapidly growing which necessitates the need for the validation of online assessment. To address these needs, data from 1,544 Arabic mother tongue treatment-seeking participants, who filled in the Arabic versions of these instruments online, was analyzed in two steps. In the first step, exploratory structural equation modeling (ESEM) was used to scrutinize factorial validity and eliminate items. In the second step, we examined the interrelationships between the latent factors (dimensions) using confirmatory factor analysis (CFA) of multitrait-multimethod (MTMM) data. Results show an acceptable to good fit of the hypothesized model, providing some first insights into the factorial and construct validity of the Arabic versions of BDI-II, HSCL-25, and PDS under consideration of cultural-specific aspects. Present evidence speaks for construct validity of the three instruments and the reliability and usefulness of online assessment.

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