Background: Mental health (MH) problems are more common in people with intellectual disabilities (ID), yet under-diagnosis persists, which may be partly due to a lack of appropriate assessment tools. This study presents a systematic review of instruments used to assess MH problems in Spanish-speaking adults with ID. Method: Following PRISMA…

When administering an in-class exam, a common decision that confronts every instructor is whether the exam format should be closed book or open book. The present review synthesizes research examining the effect of administering closed-book or open-book assessments on long-term learning. Although the overall effect of assessment format on learning…

Research shows that there are multiple benefits to giving college students oral rather than written exams. However, studies that examine, describe, and differentiate how students view their oral exams were never found in a literature search. The purpose of this study was to use Q methodology [Q] to describe the divergent student views about taking…

Scoring high-dimensional assessments (e.g., > 15 traits) can be a challenging task. This paper introduces the multilabel neural network (MNN) as a scoring method for high-dimensional assessments. Additionally, it demonstrates how MNN can score the same test responses to maximize different performance metrics, such as accuracy, recall, or…

Teachers, examiners and assessment experts know from experience that some candidates annotate exam questions. "Annotation" includes anything the candidate writes or draws outside of the designated response space, such as underlining, jotting, circling, sketching and calculating. Annotations are of interest because they may evidence…

The study aimed to develop and validate a tool that assessed students' foundational movement skills, for primary school teachers. The playground circuit, including 14 movement skills (e.g. functional, locomotor and object control), was developed through insights and recommendations from teachers (n = 36) and academic experts (n = 25). To validate…

Although there exists an extensive amount of research on subscores and their properties, limited research has been conducted on categorical subscores and their interpretations. In this paper, we focus on the claim of Feinberg and von Davier that categorical subscores are useful for remediation and instructional purposes. We investigate this claim…

Pearson Test of English Academic (PTE Academic), a high-stakes English language proficiency test, underwent substantial revisions in 2021. The test duration was reduced from 3 h to 2 h by reducing specific task numbers and sections. This study investigates the impact of these changes on teachers' perceptions and teaching practices, areas…

Assessments are one of the most important--and often misunderstood--elements of education. In most cases, tests are administered by the state as well as by districts and schools. Assessments at each of these levels have distinct purposes, yield different information, and are part of a powerful, coordinated approach to improving student outcomes.…

The aim of this study is to examine the available scientific evidence on the reliability and criterion validity of 6-minute run walk field-based test when administered to children and adolescents. Systematic searches were performed in three electronic databases (MEDLINE/PubMed, SPORTDiscuss and Scopus) from their inception until February 2024,…

Embedded Standard Setting (ESS; Lewis & Cook, 2020) transforms standard setting from a standalone workshop to an active part of the assessment development lifecycle. ESS purports to lower costs by eliminating the standard-setting workshop and enhance the validity argument by maintaining a consistent focus on the evidentiary relationship…

Teachers' perceptions, attitudes, and opinions about students, curricula, or evaluation methods contribute to the development of students' talents. Thus, researchers often collect data from teachers to identify gifted students, determine educational practices to meet the students' needs and assess gifted education programs. Researchers often…

Practice testing is a powerful tool to consolidate long-term retention of studied information, facilitate subsequent learning of new information, and foster knowledge transfer. However, practitioners frequently express the concern that tests are anxiety-inducing and that their employment in the classroom should be minimized. The current review…

The testing effect is a well-established phenomenon in cognitive psychology that refers to enhanced long-term retention of information due to active recalling through testing. Following a cross-disciplinary translation of the testing effect into behavioral principles, we systematically replicated the previous findings in a behavior-analytic…

Since the COVID-19 pandemic, the use of open-book examinations (OBE) in higher education has increased compared to closed-book examinations (CBE), raising questions about the relative efficacy of these two major examination formats. We review the effects of CBE and OBE on learning and examine potential moderating variables related to study,…