Background: Learning analytics (LA) research often aggregates learning process data to extract measurements indicating constructs of interest. However, the warranty that such aggregation will produce reliable measurements has not been explicitly examined. The reliability evidence of aggregate measurements has rarely been reported, leaving an…

Background: Digital-first assessments leverage the affordances of technology in all elements of the assessment process--from design and development to score reporting and evaluation to create test taker-centric assessments. Objectives: The goal of this paper is to describe the engineering, machine learning, and psychometric processes and…

Background: Critical thinking is essential in modern education, and artificial intelligence (AI) offers new possibilities for enhancing it. However, the lack of validated tools to assess teachers' AI-integrated pedagogical skills remains a challenge. Objectives: The current study aimed to develop and validate the Artificial Intelligence-Critical…

Digital competence is critical for university students to adapt to and benefit from digitally enhanced learning. Prior studies on its measurement mostly focus on educators and relied on factor analyses. However, there is a lack of valid and convenient tools to measure university students' digital competence. This study aimed to develop a digital…

Background: As educational institutions increasingly operate as multicultural hubs, leaders must navigate the complexities of cultural differences, language barriers and diverse learning styles in digital environments. These challenges are amplified by the lack of non-verbal cues and the asynchronous nature of online communication, which can lead…