This study aimed to reveal the attitudes of the students who were subjected to measurement and evaluation in an online testing environment towards the computer based testing (CBT) platform and the factors that affect their attitudes. It also examined the students' cognitive loads in the exam designed with multimedia elements from message design…

While the potential of Dynamic Assessment (DA) and its variants (Computerized Dynamic Assessment (CDA) and Group Dynamic Assessment (GDA)) for EFL classrooms has been recognized, there is a lack of research on its practical implementation compared to the well-established field of Summative Assessment (SA). Thus, the objective of this qualitative…

The University English Centres of Australia (UECA) 'Assessment Symposium: Assessment Practice in a Changing World' at Southern Cross University in October 2022 highlighted the growing interest in integrated assessment in Australian university direct entry programs (DEPs) for English as Additional Language (EAL) students. In keynote presentations,…

As access to smartphones and emerging technologies has become ubiquitous in our daily lives and in language learning, technology-mediated social interaction has become common in teaching and assessing L2 speaking. The changing ecology of L2 spoken interaction provides language educators and testers with opportunities for renewed test design and…

This article introduces the Quality of Item Pool (QIP) Index, a novel approach to quantifying the adequacy of an item pool of a computerized adaptive test for a given set of test specifications and examinee population. This index ranges from 0 to 1, with values close to 1 indicating the item pool presents optimum items to examinees throughout the…

Background/purpose: The aim of this research is to examine the meanings through metaphors that academics derive from their experiences regarding the measurement and evaluation practices when emergency remote teaching was conducted due to the COVID-19 pandemic, to identify the problems they experienced with the measurement and evaluation practices,…

The use of technology in assessment continues to evolve the field of educational measurement. This article reports on development and use of new accessible, technology-enhanced assessments designed to measure the three-dimensional science abilities of middle school students. The assessments were piloted with over 70 teachers and 8,000 students…

This study examined faculty and student perceptions of renewable assignments within an OER-enabled pedagogy framework. Building on Wiley and Hilton's (2018) framework, this study focused on the subset of practices that result in renewable assignments. Renewable assignments leverage OER permissions (reuse, redistribute, retain, remix, revise) to…

During the COVID-19 pandemic, teachers had to face different teaching and assessment challenges. This study aims to analyse the relationship between the assessment practices of teachers (related to their assessment conceptions) with their self-perceived level of teachers' digital competence (TDC) and their received TDC and assessment training…

Computer-based technological tools can be an efficient and effective way to enhance mathematics classroom activities like formative assessment. Whilst there are a number of theoretical frameworks and standards to help pre- and in-service teachers understand the individual complexities of mathematics pedagogy, technology integration, and formative…

The construct of "learning potential" has been proposed to capture differences between learner independent performance and performance during Dynamic Assessment (DA). This paper introduces a new LPS formula implemented in a DA study involving Pakistani learners of L2 Chinese. Learners were randomly assigned to a control or experimental…

The hasty adoption of remote teaching (RT) by educational institutes in response to the COVID-19 pandemic has drastically impacted teaching, learning, and assessment. With most institutes unprepared for sudden lockdowns, and many educators lacking online teaching and assessment experience, old methods of assessment continued to be used, at least…

Traditionally, research has shown poor uptake and acceptance of non-traditional assessments. The COVID-19 pandemic, however, necessitated a drastic shift towards online assessments and negated the practicality of traditional assessments. The acceptance of online assessments by university students enrolled in historically disadvantaged higher…

The spread of COVID-19 forced many higher education institutions to switch to e-learning using a diverse range of educational platforms. The purpose of this qualitative research is to explore the challenges encountered by Maldivian higher education institutions conducting online assessment during the COVID-19 pandemic, from both lecturer and…

Math fluency (MF) is the ability to quickly and accurately solve simple math exercises. Proficiency in MF is one of the buildings of arithmetic achievement during school. However, so far only paper and pencil tests have been used to assess MF. In the current study, we present the BGU-MF (Ben-Gurion University Math Fluency) test, a new computerized…