Deterring cheating using a complex assessment design

Even when chemistry teachers’ beliefs about assessment design align with literature-cited best practices, barriers can prevent teachers from enacting those beliefs when developing day-to-day assessments. In this paper, the relationship between high school chemistry teachers’ self-generated “best practices” for developing formative assessments and the assessments they implement in their courses are examined. Results from a detailed evaluation of several high school chemistry formative assessments, learning goals, and learning activities reveal that assessment items are often developed to require well-articulated tasks but lack either alignment regarding representational level or employ only one representational level for nearly all assessment items. Implications for the development of a chemistry-specific method for evaluating alignment are presented as well as implications for high school chemistry assessment design.

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Using process data to understand problem-solving strategies and processes for drag-and-drop items in a large-scale mathematics assessment

Large-scale Assessments in Education ◽

10.1186/s40536-021-00095-4 ◽

2021 ◽

Vol 9 (1) ◽

Author(s):

Yang Jiang ◽

Tao Gong ◽

Luis E. Saldivia ◽

Gabrielle Cayton-Hodges ◽

Christopher Agard

Keyword(s):

Problem Solving ◽

Time Allocation ◽

Large Scale ◽

Solution Process ◽

Process Data ◽

Mathematics Assessments ◽

Assessment Design ◽

Eighth Grade Students ◽

Problem Solving Strategies ◽

Drag And Drop

AbstractIn 2017, the mathematics assessments that are part of the National Assessment of Educational Progress (NAEP) program underwent a transformation shifting the administration from paper-and-pencil formats to digitally-based assessments (DBA). This shift introduced new interactive item types that bring rich process data and tremendous opportunities to study the cognitive and behavioral processes that underlie test-takers’ performances in ways that are not otherwise possible with the response data alone. In this exploratory study, we investigated the problem-solving processes and strategies applied by the nation’s fourth and eighth graders by analyzing the process data collected during their interactions with two technology-enhanced drag-and-drop items (one item for each grade) included in the first digital operational administration of the NAEP’s mathematics assessments. Results from this research revealed how test-takers who achieved different levels of accuracy on the items engaged in various cognitive and metacognitive processes (e.g., in terms of their time allocation, answer change behaviors, and problem-solving strategies), providing insights into the common mathematical misconceptions that fourth- and eighth-grade students held and the steps where they may have struggled during their solution process. Implications of the findings for educational assessment design and limitations of this research are also discussed.

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Assessment design decisions in practice: Profile identification in approaches to assessment design

Assessment & Evaluation in Higher Education ◽

10.1080/02602938.2021.1937512 ◽

2021 ◽

pp. 1-16

Author(s):

Javier Fernández Ruiz ◽

Ernesto Panadero ◽

Daniel García- Pérez ◽

Leire Pinedo

Keyword(s):

Design Decisions ◽

Assessment Design

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How Can Scientific Literature Support Decision-Making in the Renovation of Historic Buildings? An Evidence-Based Approach for Improving the Performance of Walls

Sustainability ◽

10.3390/su13042266 ◽

2021 ◽

Vol 13 (4) ◽

pp. 2266

Author(s):

Valentina Marincioni ◽

Virginia Gori ◽

Ernst Jan de Place Hansen ◽

Daniel Herrera-Avellanosa ◽

Sara Mauri ◽

...

Keyword(s):

Energy Performance ◽

Decision Makers ◽

Cultural Value ◽

Correct Selection ◽

Evidence Based ◽

Historic Buildings ◽

Indoor Environmental Quality ◽

Building Stock ◽

Advantages And Disadvantages ◽

Assessment Design

Buildings of heritage significance due to their historical, architectural, or cultural value, here called historic buildings, constitute a large proportion of the building stock in many countries around the world. Improving the performance of such buildings is necessary to lower the carbon emissions of the stock, which generates around 40% of the overall emissions worldwide. In historic buildings, it is estimated that heat loss through external walls contributes significantly to the overall energy consumption, and is associated with poor thermal comfort and indoor air quality. Measures to improve the performance of walls of historic buildings require a balance between energy performance, indoor environmental quality, heritage significance, and technical compatibility. Appropriate wall measures are available, but the correct selection and implementation require an integrated process throughout assessment (planning), design, construction, and use. Despite the available knowledge, decision-makers often have limited access to robust information on tested retrofit measures, hindering the implementation of deep renovation. This paper provides an evidence-based approach on the steps required during assessment, design, and construction, and after retrofitting through a literature review. Moreover, it provides a review of possible measures for wall retrofit within the deep renovation of historic buildings, including their advantages and disadvantages and the required considerations based on context.

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Technology Supports for Assessment Design

International Encyclopedia of Education ◽

10.1016/b978-0-08-044894-7.00703-x ◽

2010 ◽

pp. 56-65 ◽

Cited By ~ 4

Author(s):

R.J. Mislevy ◽

F.I. Winters ◽

I.I. Bejar ◽

R.E. Bennett ◽

G.D. Haertel

Keyword(s):

Assessment Design

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Evidence-Centered Assessment Design

Assessing Model-Based Reasoning using Evidence- Centered Design - SpringerBriefs in Statistics ◽

10.1007/978-3-319-52246-3_3 ◽

2017 ◽

pp. 19-24 ◽

Cited By ~ 5

Author(s):

Robert J. Mislevy ◽

Geneva Haertel ◽

Michelle Riconscente ◽

Daisy Wise Rutstein ◽

Cindy Ziker

Keyword(s):

Assessment Design

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Chronic inflammation of the prostate type IV with respect to risk of prostate cancer

Archivio Italiano di Urologia e Andrologia ◽

10.4081/aiua.2014.3.208 ◽

2014 ◽

Vol 86 (3) ◽

pp. 208 ◽

Cited By ~ 11

Author(s):

Antonio B. Porcaro ◽

Emanuele Rubilotta ◽

Aldo Petrozziello ◽

Claudio Ghimenton ◽

Filippo Migliorini ◽

...

Keyword(s):

Prostate Cancer ◽

Chronic Inflammation ◽

Inverse Association ◽

Single Centre ◽

Type Iv ◽

Assessment Design ◽

Biopsy Specimens ◽

Positive Biopsy ◽

Biopsy Core ◽

Glandular Atrophy

Background: Chronic inflammatory infiltrate (CII) might be involved in prostate cancer (PCA) and benign hyperplasia (BPH); however, its significance is controversial. Chronic inflammatory prostatitis type IV is the most common non cancer diagnosis in men undergoing biopsy because of suspected PCA. Objective: To evaluate potential associations of coexistent CII and PCA in biopsy specimens after prostate assessment. Design, setting, and participants: Between January 2007 and December 2008, 415 consecutive patients who underwent prostate biopsy were retrospectively evaluated. The investigated variables included Age (years) and PSA (ug/l); moreover, CII+, glandular atrophy (GA+), glandular hyperplasia (GH+), prostate Intraepithelial neoplasm (PIN+), atypical small acinar cell proliferation (ASAP+) and PCA positive cores (P+) were evaluated as categorical and continuous (proportion of positive cores). Outcome measurements and statistical analysis: Associations of CII+ and PCA risk were assessed by statistical methods. Results and limitations: In the patient population, a biopsy core positive for PCA was detected in 34.2% of cases and the rate of high grade PCA (HGPCA: bGS ! 8) resulted 4.82%. CII+ significantly and inversely associated with a positive biopsy core P+ (P < 0.0001; OR = 0.26) and HGPCA (P = 0.0005; OR = 0.05). Moreover, the associations indicated that patients with coexistent CII+ on needle biopsy were 74% less likely to have coexistent PCA than men without CII+ as well as 95% less likely to have HGPCA in the biopsy core than men without coexistent CII+. There were limits in our study which was single centre and included only one dedicated pathologist. Conclusions: There was an inverse association of chronic inflammation of the prostate type IV and risk of PCA; moreover, HGPCA was less likely to be detected in cancers associated with coexistent CII. In prostate microenvironment, prostate chronic inflammation may be protective; however, its role in PCA carcinogenesis remains controversial and needs further research.

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Language Assessment Literacy and the Professional Development of Pre-Service Language Teachers

Colombian Applied Linguistics Journal ◽

10.14483/22487085.14514 ◽

2019 ◽

Vol 21 (2) ◽

pp. 243-259

Author(s):

Frank Giraldo ◽

Daniel Murcia Quintero

Keyword(s):

Professional Development ◽

Research Study ◽

Language Assessment ◽

Language Teachers ◽

Assessment Literacy ◽

Teaching Programme ◽

Assessment Design ◽

Development Of Language ◽

The Impact ◽

The Relationship

Language Assessment Literacy (LAL) research has focused on defining the knowledge, skills, and principles that the stakeholders involved in language assessment activities are required to master. However, there is scarce research on the relationship between LAL and the professional development of language teachers. Therefore, this exploratory action research study examined the impact of a language assessment course on pre-service teachers in a Colombian language teaching programme. Data were collected through questionnaires, interviews, teacher and researcher journals and class observations. The findings show that the course promoted theoretical, technical and operational dimensions in the language assessment design practices of the participants. In addition, it enhanced their LAL and professional development. Consequently, this study contends that the LAL course changed language assessment perceptions radically and encouraged pre-service teachers to design assessments conscientiously, a feature not explicitly stated in LAL research involving this group of stakeholders elsewhere.

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