Since the development of the technological pedagogical content knowledge (TPACK) framework, researchers have been developing a variety of instruments to measure the TPACK of pre-service and in-service teachers. The task of developing an efficient, reliable, and valid instrument is difficult. Even validated instruments require guidance for…

This paper investigates the power of the computer guided clinical interview (CI) and new curriculum based measurement (CBM) measures to identify and help children at risk of low mathematics achievement. We use data from large numbers of children in Kindergarten through Grade 3 to investigate the construct validity of CBM risk categories. The basic…

Validity is a central principle of assessment relating to the appropriateness of the uses and interpretations of test results. Usually, one of the inferences that we wish to make is that the score reflects the extent of a student's learning in a given domain. Thus, it is important to establish that the assessment tasks elicit performances that…

The increased capabilities offered by digital technologies offer new opportunities to evaluate students' deeper knowledge and skills and on constructs that are difficult to measure using traditional methods. Such assessments can also incorporate tools and interfaces that improve accessibility for diverse students, as well as inadvertently…

Although factor analysis is the most commonly-used method for examining the structure of cognitive variable interrelations, multidimensional scaling (MDS) can provide visual representations highlighting the continuous nature of interrelations among variables. Using data (N = 8,813; ages 17-97 years) aggregated across 38 separate studies, MDS was…

For over four decades the Wisconsin Card Sorting Test (WCST) has been one of the most distinctive tests of prefrontal function. Clinical research and recent brain imaging have brought into question the validity and specificity of this test as a marker of frontal dysfunction. Clinical studies with neurological patients have confirmed that, in its…

Purpose: The Scales of Cognitive and Communicative Ability for Neurorehabilitation (SCCAN; L. Milman & A. Holland, 2007) was developed in the hospital setting to address changes in assessment practice. The SCCAN was designed to provide an overview of impairment and activity limitations across 8 cognitive scales (Speech Comprehension, Oral…

Learning objects are interactive web-based tools that support the learning of specific concepts by enhancing, amplifying, and/or guiding the cognitive processes of learners. Research on the impact, effectiveness, and usefulness of learning objects is limited, partially because comprehensive, theoretically based, reliable, and valid evaluation…

The study of the consequences of evaluation, or more specifically of evaluation use or utilization, represents a significant portion of the body of research on evaluation. Much has been written on the evolution of the multidimensional concept of evaluation use, most recently the examination of consequences of evaluation that are not a function of…

A development study involving 498 supervisors and a series of validity studies involving 531 adults identified primary dimensions, psychometric characteristics, and construct validation evidence for internal ability, internal propensity, and external propensity as domain-specific measures of feedback. Theoretical and practical extensions of the…

The National Council of Teachers of Mathematics (1991) has identified the use of computers as a necessary teaching tool for enhancing mathematical discourse in schools. One possible vehicle of technological change in mathematics classrooms is the Intelligent Tutoring System (ITS), an artificially intelligent computer-based tutor. This paper…