There is extensive empirical research on principles of effective teacher professional development (PD). However, teachers' expectations of PD and how well these align with scientific recommendations are only rarely addressed. N = 125 teachers were presented with video vignettes on two evidence-based interventions of varying complexity for which…

Teaching practices that are aligned with how students learn improve educational outcomes for all students. Empirical evidence gained over recent decades has provided important new insights about the learning process common to students across learning contexts. These processes explain why some teaching practices are more effective than others. In…

This study reports on an Evidence Centered Design (ECD) project in the Netherlands, involving the theory exam for prospective car drivers. In particular, we illustrate how cognitive load theory, task-analysis, response process models, and explanatory item-response theory can be used to systematically develop and refine task models. Based on a…

Authentic assessment is revered to support student learning, but it is typically described within the context of work-integrated learning and professional schools, leaving one to question whether a classroom-based curriculum can offer authentic assessments. This study documented the prevalence of authentic assessments throughout a complete health…

While AI has become more prevalent in our society than ever, many young learners are found holding various naive, erroneous conceptions of AI due to the influence of their technology and media environments. To address this issue, this study seeks to propose a novel pedagogical solution to improve upper-elementary school students' scientific…

The attainment gap in science may not be as well-documented as the gap in English and maths, but it is just as pervasive. Our research has shown that disadvantaged pupils start to fall behind in science in Key Stage 1; the gap only gets wider throughout primary and secondary school and on to A-level. Helping schools to use evidence and to…

The 12th iteration of the International Conference on Educational Data Mining (EDM 2019) is organized under the auspices of the International Educational Data Mining Society in Montreal, Canada. The theme of this year's conference is EDM in Open-Ended Domains. As EDM has matured it has increasingly been applied to open-ended and ill-defined tasks…