The assessment of student learning has always been an integral element of the craft of teaching; however, contemporary demands for demonstrable student growth and teacher accountability have heightened the importance of this domain of professional responsibility. Additionally, there is evidence that many novice and experienced teachers tend to be…

The main purpose of this study was to develop an instrument that assesses university students' perceived readiness for computer-supported collaborative learning (CSCL). Assessment in CSCL research had predominantly focused on measuring "after-collaboration" outcomes and "during-collaboration" behaviors while…

We adapted a work self-determination measure to create the Basic Needs Satisfaction at College Scale. Confirmatory factor analysis and item response theory analyses with data from 525 adults supported a 3-factor model with 13 items most sensitive for lower to middle range levels of the autonomy, competence, and relatedness constructs.

This manuscript chronicles the process and products of a redesign for evaluation of the graduate college experience (GCE) which was initiated by a university graduate college, based on its observed need to reconsider and update its measures and methods for assessing graduate students' experiences. We examined the existing instrumentation and…

Injuries may occur more often in physical education due to the nature of the activities taught. Because of this, the issue of negligence is an important concern. Risk management is one method physical educators use to decrease the occurrence of injuries and negligence. The purpose of this article is to introduce a Risk Management Inventory that…

The authors consider the specifics and possibilities of applying information technologies during foreign language training in non-linguistic universities of Russia, especially in conditions of preventing the spread of a new coronavirus infection (Covid-19) in the Russian Federation at Moscow State Institute of International Relations University of…

This guide was designed to help state and local education agencies conduct needs assessments to better understand the strengths, challenges, and needs unique to schools serving American Indian students. It includes surveys developed collaboratively with communities that serve American Indian students to reflect the most relevant topics. Using…

An increased enthusiasm on teacher accountability, in recent times, has led policy makers and teachers to a significant care over evaluating teachers' success. To this aim, a 40-item Teacher Success questionnaire was developed and validated by the application of the Rasch model. The Rasch model is used to decide whether the scores of an instrument…

This study describes the development and evaluation of a new measure, the Teacher Responses to Anxiety in Children (TRAC) questionnaire in 74 primary school teachers. TRAC presents 9 hypothetical scenarios in which a child displays generalized anxiety/worry, social anxiety or separation anxiety symptoms. Teachers rate each scenario on six…

The Maine Legislature requested the Maine Education Policy Research Institute (MEPRI) to conduct an assessment of standardized testing in Maine schools to understand the amount, cost, and usefulness of it. This report summarizes the resulting effort, which included a literature scan, document analysis, and surveys of two groups of school…

This article presents a number of issues on the topic of Language for Specific Purposes (LSP) testing that were raised during a plenary discussion at the 30th annual Language Testing Forum. The comments particularly focused on (a) past and current conceptualizations and categorizations of LSP tests, (b) tensions between specificity and…

In common-item equating the anchor block is generally built to represent a miniature form of the total test in terms of content and statistical specifications. The statistical properties frequently reflect equal mean and spread of item difficulty. Sinharay and Holland (2007) suggested that the requirement for equal spread of difficulty may be too…

This study examined the underlying constructs measured by the Woodcock-Johnson Tests of Cognitive Abilities, Third Edition (WJ-III COG) and the Stanford-Binet Intelligence Scales, Fifth Edition (SB5), based on the Cattell-Horn-Carrol (CHC) theory of cognitive abilities. This study reports the results of the first joint confirmatory factor analysis…

Teacher assessment literacy has become a central priority across many educational systems in North America and elsewhere in response to growing accountability demands. Although many scholars have aimed to measure teacher assessment literacy, recent research has identified that current assessment literacy instruments do not fully reflect current…

The purpose of this study is to develop a reliable and valid measurement tool which will reveal teachers' self-competence in education process. Participants of the study are 300 teachers working at state primary schools in the province of Gaziantep. Results of the exploratory factor analysis administered to the scale in order to determine its…