The purpose of the quantitative ex-post facto study was to determine to what extent a predictive relationship exists between students' reading comprehension skills and mastery of conceptualizing mathematical problems for students in the fifth through eighth grades in a metropolitan area in the northeastern United States. The Federal School…

The ability to think critically and creatively is essential for students to help them thrive in the 21st century. Creative and critical thinking can be measured through problem solving because the assessment contains tasks that require students to find problems, analyze and evaluate problems, and work out the solutions. Therefore, this study was…

Writing multiple-choice test items to measure student learning in higher education is a challenge. Based on extensive scholarly research and experience, the author describes various item formats, offers guidelines for creating these items, and provides many examples of both good and bad test items. He also suggests some shortcuts for developing…

Scientific reasoning is an important skill that encompasses hypothesizing, experimenting, inferencing, evaluating data and drawing conclusions. Previous research found consistent inter- and intra-individual differences in children's ability to perform these component skills, which are still largely unaccounted for. This study examined these…

Background: Proficient reading skills are crucial for Foundation Phase learners to develop critical thinking and problem-solving abilities. The 2021 PIRLS assessment highlighted alarmingly low reading proficiency among ten-year-olds. Effective reading instruction, and a positive reading environment are essential for developing confident, skilled…

Despite historical emphasis on "specific" learning disabilities (SLDs), academic skills are strongly correlated across the curriculum. Thus, one can ask how specific SLDs truly are. To answer this question, we used bifactor models to identify variance shared across academic domains (academic "g"), as well as variance unique to…

Reading comprehension skill is seen as a predictor of word problem-solving performance, and the close relationship between reading comprehension and mathematical skills is accentuated. On the other hand, more research is needed as to determine how logical thinking and word problem solving are related to each other and to analyze the role of…

The purpose of this study was threefold: to examine unique and shared risk factors of comorbidity for reading comprehension and word-problem solving difficulties, to explore whether language minority (LM) learners are at increased risk of what we refer to as "higher order comorbidity" (reading comprehension and word-problem solving…

The focus of this article is the role of language comprehension within word-problem solving (WPS). The role of the language comprehension in WPS is explained, and an overview of research illustrating language comprehension's contribution to WPS is described. Next, an innovative intervention that embeds word problem (WP)-specific language…

This study was designed to deepen insights on whether word-problem (WP) solving is a form of text comprehension (TC) and on the role of language in WPs. A sample of 325 second graders, representing high, average, and low reading and math performance, was assessed on (a) start-of-year TC, WP skill, language, nonlinguistic reasoning, working memory,…

Metacognitive awareness is considered a crucial factor in reading comprehension. In the present study, the quantitative research method was applied using descriptive statistics, T-test, and ANOVA to identify: (1) What is second language (L2) Vietnamese students' metacognitive awareness of reading strategies? (2) Are there any significant…

Using multitrait, multimethod data, and confirmatory factor analysis, the current study examined the effects of arithmetic item formatting and the possibility that across formats, abilities other than arithmetic may contribute to children's answers. Measurement hypotheses were guided by several leading theories of arithmetic cognition. With a…

This study aimed to combine the use of electronic technology and dynamic testing to overcome the limitations of conventional static testing, and adapt more closely to children's individual needs. We investigated the effects of a newly developed computerized series completion test using a dynamic testing approach and its relation to school…

Item response time data were used in investigating the differences in student test-taking behavior between two device conditions: computer and tablet. Analyses were conducted to address the questions of whether or not the device condition had a differential impact on rapid guessing and solution behaviors (with response time effort used as an…

Scholastic tests regard cognitive abilities to be domain-specific competences. However, high correlations between competences indicate either high task similarity or a dependence on common factors. The present rating study examined the validity of 12 Programme for International Student Assessment (PISA) and Third or Trends in International…