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Education is crucial for Filipinos, offering a path to a better future. Despite challenges, the Philippine Department of Education (DepEd) strives to deliver quality education, emphasizing the importance of assessments like the Division Achievement Test (DAT) in measuring student learning. This study analyzes the DAT results and academic performance in Mathematics of high school students at San Isidro National High School, Tagbilaran City. The research aimed to evaluate the correlation between DAT results and academic performance and to propose measures for improvement. Data was collected from 319 students across grades 7 to 10, utilizing documentary analysis of final ratings in Mathematics and DAT results. Findings revealed that Grade 7 students had a mean DAT score of 62.69%, indicating a need for improvement. In contrast, their academic performance was rated as satisfactory, with a mean score of 80.34%. The study also showed that San Isidro National High School ranked third among seven public high schools in Tagbilaran City. Analysis indicated a significant correlation between DAT results and academic performance, with higher academic achievers also performing well on the DAT. There was no significant difference between male and female students' DAT results, but females outperformed males in academic performance. These findings highlight the need for targeted interventions, such as remediation sessions and peer tutoring, to enhance student performance. Recommendations include close monitoring of students with low DAT scores, conducting item analysis after summative tests, and promoting the use of learning modules and resources. The study underscores the importance of continuous assessment and support to improve educational outcomes for Filipino students. [ABSTRACT FROM AUTHOR]

The article discusses the transition of college admissions testing from mandated to test-optional policies in the United States. It explores the historical background of standardized testing, the impact of test-optional policies on diversity and equity, and the challenges and considerations associated with admissions testing. The text raises questions about the fairness, validity, and predictive nature of standardized tests, as well as the implications of test-optional policies on college rankings and student access to higher education. It also highlights the need for further research and thoughtful implementation of alternative admission processes to ensure fairness and inclusivity in college admissions. [Extracted from the article]

AbstractScholarship on the science of reading (SoR) has, in some instances, taken up more narrow views of reading in discussions and instantiations of reading assessment that do not center equity and justice, especially in schools. This can lead to less valid and even harmful reading assessment, especially for students from historically marginalized communities with diverse language, cultural, and neurological differences. Here, we draw on critically-minded reading research, as well as on work in equity-oriented educational assessment, to inform a justice-based reading assessment framework that can guide research, theory, policy, and practice. Using an equity-oriented and justice-based lens, the framework outlines three interwoven components: (1) relational and humanizing assessment practices; (2) justice-based products and outcomes; and, (3) a critical construct of reading. The framework compels designers, developers, and users to center the needs of rights-holders, and especially those from historically marginalized communities, throughout the assessment process. To do so, the framework outlines five principles that include orienting to equity and justice; prioritizing humanizing and critical assessment practices; grounding assessment in a complex, dynamic, and critical construct of reading for diverse populations; designing for justice-based social consequences, and engaging in critical debrief throughout. These principles guide eight phases of assessment, which we outline in detail. Finally, we discuss conceptual contributions as well as practical implications. [ABSTRACT FROM AUTHOR]

ABSTRACT The advent of artificial intelligence (AI) technologies heralds a transformative era in education. This study investigates the integration of AI tools in developing educational assessment rubrics within the ‘Curriculum Design Development and Evaluation’ course at the University of A Coruña during the 2023–2024 academic year. Employing an action–research methodological approach, 27 comprehensive evaluation rubrics were developed using AI tools like ChatGPT. The findings highlight AI's ability to enhance rubric precision, efficiency and alignment with curricular objectives, thus facilitating personalised learning experiences. This research underscores AI's transformative potential in education, advocating for broader adoption and the necessity for educators to acquire AI proficiency. The study demonstrates how AI tools can streamline the rubric development process, making it more accurate and time efficient while also ensuring the inclusion of essential curricular elements. Through this approach, AI can support innovative assessment strategies that are both effective and adaptable to diverse educational contexts. [ABSTRACT FROM AUTHOR]

The study highlights ChatGPT-4’s potential in educational settings for the evaluation of university students’ open-ended written examination responses. ChatGPT-4 evaluated 54 written responses, ranging from 24 to 256 words in English. It assessed each response using five criteria and assigned a grade on a six-point scale from fail to excellent, resulting in 3,240 evaluations. Verification-based chain-of-thought prompting with the RAG framework ensured ChatGPT-4’s accurate recall of responses and secure alignment in the university’s evaluation criteria. ChatGPT-4’s grading showed good consistency with the teacher’s grading. Mistakes in recalls and discrepancies between ChatGPT-4 and teacher assessments could be reduced. The results suggest a promising potential for using LLMs like ChatGPT-4 in academic written response evaluations. [ABSTRACT FROM AUTHOR]

This interventional case study adopted a data-supported reflective assessment (DSRA) design to help pre-service teachers (PTs) engage in effective Knowledge Building (KB) and examined the mechanisms of this design to support PTs' productive KB discourse. The participants were 80 PTs from two classes taking the same course. Statistical analysis of indices from social network theory and content analysis of the participants' Knowledge Forum discourse revealed DSRA's positive influence on PTs' KB discourse. Thematic analysis of the PTs' prompt sheets, supplemented by analysis of classroom videos and classroom observations, revealed four mechanisms by which the DSRA fostered PTs' KB: (1) identifying promising directions for further inquiry; (2) navigating data for extending collective focal ideas; (3) integrating separated keywords and identifying problems for further inquiry; (4) and improving "storylines" in the collective inquiry process and making numerical values meaningful. These findings extend the literature by revealing the mechanisms by which learners engage in productive shared regulation which are crucial for successful inquiry and KB. The findings also have significant implications for teacher educators and researchers seeking to design technology-enhanced learning to develop PTs' higher-level KB competencies. [ABSTRACT FROM AUTHOR]

To improve students' sports skills performance, it is important to engage them in reflective practice. However, in physical classes, a teacher generally needs to face a number of students, and hence it is almost impossible to provide detailed guidance or feedback to individual students. Scholars have been trying to use Artificial Intelligence (AI) technologies to provide personalized support to individual students in diverse courses; however, in terms of promoting physical skills, there is a lack of sufficient research or practices. The present study aimed to develop a yoga automatic assessment and feedback system using AI technology to provide personalized feedback to engage individual students in reflective practice. To examine the learning effectiveness of the developed system, a total of 96 students were assigned to be the experimental group and adopted the yoga automatic assessment and feedback system for learning, while a total of 91 students were in the control group and adopted the general online learning system. The results showed that adopting the yoga automatic assessment and feedback system for learning could significantly increase students' yoga skills performance. In addition, it had positive effects on students' skills learning, which was conducive to "promoting reflection," "enhancing learning motivation," and "obtaining feedback." [ABSTRACT FROM AUTHOR]

Computer programming is essential nowadays but still challenging to learn due to its invisible thinking. Current programming environments are mostly designed for operating on computers directly to learn concrete programming, but this approach lacks the support for clarifying learners' thinking processes. On the other hand, using paper and pens shows usability in developing creative thinking, but it cannot help verify learners' thinking results due to its nature. To benefit from both paper and computers, we developed an interactive programming learning environment consisting of a paper board game, a computer system, and a digitalization mechanism. Learners can use the learning environment to draw down their thinking results and verify them by comparing them with the evaluation on the computer system immediately. Two experiments were conducted to compare this learning environment with paper board games and computer programming environments, respectively. The experimental results show that the subjects who learn in our environment can learn to program better than those who learn with the other two. The proposed environment is easy to prepare for learners in a classroom as their first step to programming learning. It can help learners cross over from paper board games for computational thinking to computer programming environments. [ABSTRACT FROM AUTHOR]

Although English-medium instruction (EMI) has been implemented and developed rapidly in higher education, little is known about its learning process and effects. This study employed a systematic approach to explore how diverse factors affect student performance in English and disciplinary learning. We conducted a survey to collect students' self-report of their learning in the EMI programmes and used partial least square structural equation modelling in evaluation. The findings demonstrate three personal factors (prior knowledge, effort, and interest) and three environmental factors (course, teacher, and resource) have effects on student performance. We find that effort has the strongest direct impact on learning outcomes, prior knowledge the second, while course factor the least. Interest has an indirect effect on outcomes through the mediating effect of effort, and teacher and resource factors have indirect effects on outcomes mediated by course. In addition, prior knowledge has a larger impact on English performance than on subject achievement. The present study theoretically and methodologically contributes to the research field of EMI by systematically examining the learning process of EMI and constructing a structural model of complex relationships of multiple factors affecting student performance in EMI programmes. This study also provides implications for EMI practice. [ABSTRACT FROM AUTHOR]

Children in foster care face a heightened risk of poor educational outcomes, yet published research on programs designed to improve outcomes remains scant. Findings from an evaluation of the Educational Advocacy Program (EAP) that works with foster and adoptive caregivers and educators to address unmet educational needs are presented to help fill this gap. Youth, services data, and contact information for caregivers and educators were drawn from EAP files for cases closed during 2018–2019 (n = 234). Surveys of identified educators and caregivers as well as district foster care liaisons were conducted. Youth information was linked to state administrative data on foster care placements. Descriptive and bivariate analyses of program outcomes, program satisfaction, and placement stability were completed. Caregivers and educators perceived benefits for themselves and youth served. EAP staff ratings of post-service youth function were congruent with caregiver ratings of youth school outcomes. Statistically significant decreases in youth placement moves were found during and after services compared to before EAP onset. While not a causal design, results indicate that EAP holds promise for supporting caregiver and educator collaboration and improving youth school and placement outcomes. Implications for future research and practice are discussed. [ABSTRACT FROM AUTHOR]

There is a growing consensus that hydrology education should move towards student-led learning formats and simultaneously incorporate recent hydrologic technologies that reflect workforce expectations. Prior theory suggests improvements in learning outcomes from student-led learning; however, little empirical evidence has been collected to confirm this success. We measured the classroom impact of three teaching modalities: 1) instructor-led lectures, 2) student-led hydrologic modeling, and 3) student-led design evaluation studios. Educational outcomes were measured with student surveys, direct observation of class activity, and student grades. In aggregate, the student population did not express a significant preference for one modality over another, yet individual students showed dramatic preferences for each modality. This suggests best practice is to increase the variety of teaching modalities we employ as instructors to positively engage more students. The total frequency of interactions between students and the instructor was similar across all three modalities; however, the frequency of student-initiated engagements (both total and unique engagements) significantly increased in both student-led modalities. Variations in student enthusiasm did not correlate with written assessment scores. Alternating modalities improved interest in hydrologic science and perceptions of positive experiences, however, did not change the retention of hydrologic concepts. Multiple teaching modalities should be employed to engage the greatest number of students and generate enthusiasm, and multiple methods of assessing student learning should be employed. [ABSTRACT FROM AUTHOR]

Evidence-based pedagogies to improve student success in STEM disciplines are now recognized, but their successful incorporation can be hampered by faculty wariness of novel pedagogical research. To support these pedagogies' effective implementation, a research team at a southeastern Historically Black College and University (HBCU) provided its faculty with long-term (2013–2020), incentivized professional development (PD) in STEM subjects, focused on faculty teaching development (TD). Over 6 years, PD/TD experts provided faculty participants with theoretical underpinnings and student outcome data, demonstrated hands-on strategies for under-prepared and differential learners, and addressed concerns that novel pedagogies could erode STEM-subject standards. Participants reflected on their teaching and learning foundations, examined their approaches and assumptions, and implemented new strategies. Interview and survey findings showed long-term, multidisciplinary STEM PD can help change faculty teaching views, even among those initially resistant. Although beyond our study window, ICFAIM collaborations yielded two DOE-funded faculty-developed interventions and team cohesiveness during the pandemic's shift to online instruction. ICFAIM evidence supports PD/TD that is: 1) designed to build on shared standards and knowledge; 2) provided incrementally over time; 3) focused on topics of concern to faculty alongside new ones; and 4) fairly incentivized. [ABSTRACT FROM AUTHOR]

We present a framework for conceptualizing and analyzing responses to serial naming (rapid automatized naming) tasks, in which participants sequentially name stimuli presented simultaneously in an array. We aim to understand how these tasks are processed and why they are associated with reading skills. We analyzed responses by 298 Greek children in Grades 1, 3, and 5 to serial and discrete naming of digits, dice, objects, number words, and words. We measured the durations of silent and speech intervals in each task and grade and tested predictions about their relations based on a hypothesis of two overlapping processing stages. We found that articulation times were longer in the serial tasks, modulated by task demands. Total times were faster for serial than for discrete tasks, and their differences (serial advantage) were increasingly associated with the duration of speech intervals, consistent with efficient scheduling. Serial naming rate approached or exceeded the limits imposed by processing time, consistent with increasing processing overlap. These patterns were primarily observed for digits, number words, and—to some extent—dice, after Grade 1. Object naming seemed to pose different cognitive demands, stably across grades. Word reading exhibited the greatest differences between grades, consistent with rapid development of automaticity. We interpret the findings within a cascaded processing framework, in which performance is determined by the efficiency of cognitive scheduling of successive operations, constrained by susceptibility to interference from adjacent items. We propose that reading fluency is predicted by serial naming because it is also governed by the same scheduling constraints. Educational Impact and Implications Statement: Serial naming tasks, in which children are asked to name aloud an array of digits, pictures, or other familiar items, are widely used in educational assessment because they are associated with academic skills and, in particular, predict the development of reading fluency. In this study, we analyze children's vocal responses to serial naming tasks breaking them down into the duration of the spoken words and of any silent intervals between them. We interpret these durations under a theoretical approach that focuses on the scheduling and control of cognitive processes, that is, how the mind organizes and monitors its functions while going through the array naming the items. We claim that this approach can explain the established associations between naming and reading and can also shed light on the development of reading fluency and potential obstacles to that. Seeing fluency as not only about the automaticity of reading individual words, but also as a problem of cognitive scheduling, can inform our approaches to instruction and assessment by drawing attention to issues of interference and control and directing future research into potential interventions in those domains. [ABSTRACT FROM AUTHOR]

The discussion on the dynamic assessment (DA) - a combination of assessment and instruction - and regulatory scales from implicit to explicit corrective feedback (CF) is relatively new in the CALL context. Applying the notions of Sociocultural Theory, Zone of Proximal Development (ZPD) and Mediation, the present study examines how a DA-based regulatory scale from implicit to explicit CF could be designed to promote language learning in the text chat environment. This was done in collaboration with teachers. Four English-as-a-second-language (ESL) teachers and eight ESL students participated in the study. Using the methodology of design-based research (DBR), the study was conducted mainly in three stages: exploratory stage, first intervention, and second intervention. This study drew on various data. Naturally occurring interaction data such as teachers' oral conversation transcripts and text chat transcripts were analysed using conversation analysis, while the teachers' interviews were analysed using thematic analysis. Thus, employing DBR, the present study introduces a three-step regulatory scale that could promote learning in the text chat environment. The findings suggest that the three-step regulatory scale could be used by teachers to identify the learner's potential and assist them in partial or complete self-regulation. The study will introduce a DA-based regulatory scale to promote language learning in the text chat environment and contribute to the knowledge of DA, ZPD and mediation in the CALL context. [ABSTRACT FROM AUTHOR]

Extended time is frequently recommended for students with disabilities (SWD) with an intent to remove barriers to accurate measurement of their underlying knowledge and skills. However, empirical findings have varied in terms of whether extended time conditions are an appropriate method for doing so, raising questions of whether frequent recommendation is warranted. Existing score comparability studies have not carefully attended to whether students for whom the extended time accommodation has been recommended truly need, use, and benefit from extended time. In the current study, math test process data from the National Assessment of Educational Progress were used to explore and compare score comparability, as determined via analysis of differential item functioning, for SWD specifically deemed by school teams to need extended time. Score comparability was evident regardless of whether or not the students actually used extended time, begging the question of whether, for many SWD, extended time is truly necessary for score comparability to be achieved. Implications for practice, including methods for more specifically identifying who indeed needs extended time, as well as options for alternative accommodations and interventions that may better target the needs of students who don't truly need and/or use it are offered. Practitioner Points: The extended test time accommodation is very frequently offered.It may not be necessary for many students with disabilities to obtain valid test scores.School teams are encouraged to more carefully consider whether an individual student truly needs, knows how to use, and benefits from extended time, and whether there might be alternative supports and interventions that can better address their needs. [ABSTRACT FROM AUTHOR]

With the rapid development of mobile technology, its application in the educational sector, particularly in learning analytics, has garnered increasing attention. The widespread adoption of modern mobile devices has introduced new opportunities for educational assessment. However, challenges remain in effectively utilizing these technologies for educational assessment. Current research predominantly focuses on data collection and analysis, yet the methods employed are limited in scope and application. This study aims to address these gaps by exploring data collection methods and teaching assessment approaches based on mobile technology. The objective is to contribute new perspectives and methodologies that modernize educational assessment. Through an in-depth analysis of the application of mobile technology in educational assessment, this study seeks to provide educators with scientifically grounded assessment tools and strategies, enabling more precise teaching management and personalized education. [ABSTRACT FROM AUTHOR]

Introduction: Research in various areas indicates that expert judgment can be highly inconsistent. However, expert judgment is indispensable in many contexts. In medical education, experts often function as examiners in rater-based assessments. Here, disagreement between examiners can have far-reaching consequences. The literature suggests that inconsistencies in ratings depend on the level of performance a to-be-evaluated candidate shows. This possibility has not been addressed deliberately and with appropriate statistical methods. By adopting the theoretical lens of ecological rationality, we evaluate if easily implementable strategies can enhance decision making in real-world assessment contexts. Methods: We address two objectives. First, we investigate the dependence of rater-consistency on performance levels. We recorded videos of mock-exams and had examiners (N=10) evaluate four students' performances and compare inconsistencies in performance ratings between examiner-pairs using a bootstrapping procedure. Our second objective is to provide an approach that aids decision making by implementing simple heuristics. Results: We found that discrepancies were largely a function of the level of performance the candidates showed. Lower performances were rated more inconsistently than excellent performances. Furthermore, our analyses indicated that the use of simple heuristics might improve decisions in examiner pairs. Discussion: Inconsistencies in performance judgments continue to be a matter of concern, and we provide empirical evidence for them to be related to candidate performance. We discuss implications for research and the advantages of adopting the perspective of ecological rationality. We point to directions both for further research and for development of assessment practices. [ABSTRACT FROM AUTHOR]

Longitudinal academic advising (AA) and coaching programs are increasingly implemented in competency based medical education (CBME) to help residents reflect and act on the voluminous assessment data they receive. Documents created by residents for purposes of reflection are often used for a second, summative purpose—to help competence committees make decisions—which may be problematic. Using inductive, thematic analysis we analyzed written comments generated by 21 resident-AA dyads in one large internal medicine program who met over a 2 year period to determine what residents write when asked to reflect, how this aligns with what the AAs report, and what changes occur over time (total 109 resident self-reflections and 105 AA reports). Residents commented more on their developing autonomy, progress and improvement than AAs, who commented far more on performance measures. Over time, residents' writing shifted away from intrinsic roles, patient care and improvement towards what AAs focused on, including getting EPAs (entrustable professional activities), studying and exams. For EPAs, the emphasis was on getting sufficient numbers rather than reflecting on what residents were learning. Our findings challenge the practice of dual-purposing documents, by questioning the blurring of formative and summative intent, the structure of forms and their multiple conflicting purposes, and assumptions about the advising relationship over time. Our study suggests a need to re-evaluate how reflective documents are used in CBME programs. Further research should explore whether and how documentation can best be used to support resident growth and development. [ABSTRACT FROM AUTHOR]

Assessment has become a routine feature of school life, internationally. Little is known, however, about the consequences for young people of assessment and grading in physical education (PE) – a subject often associated with physical recreation. This paper explores young Norwegian's perceptions of assessment and grading in PE from a sociological perspective. In doing so, it contemplates the penetration of neo-liberal discourses as part of wider processes of globalization and Europeanization in school PE in Norway. The study utilizes data generated by 31 focus groups involving 148 youngsters from the 10th grade (15–16-year-olds) in eight purposively sampled secondary schools in Norway. Norwegian PE teachers continue to use tests in order to set grades in PE. The upshot is that students' enjoyment of and engagement in PE, as well as their self-identities and self-esteem, can be compromised by apprehension towards assessment and grading. These processes seem likely to undermine or even erode the potential sociopsychological benefits of PE for some young people by reinforcing the impression that the subject is fast becoming just one more outcome-oriented subject on an academic treadmill. In this regard, the ascendancy of neo-liberalism – associated with the twin challenges of globalization and European integration – appears to merely reinforce the hegemony of competitive individualism within PE in Norway, as elsewhere. [ABSTRACT FROM AUTHOR]

The study aims to verify the validity and reliability of a set of tests for measuring Indonesian students' reading literacy achievement that has been developed by the Center for Language Strategy and Diplomacy Development as well as the Educational Assessment Center, two institutions under the auspices of the Ministry of Education, Culture, Research, and Technology of the Republic of Indonesia. The construct validity of the test was verified using confirmatory factor analysis (CFA) and the reliability was estimated using the composite reliability (CR) formula. The data used were responses from a sample of 6,539 students from 294 high schools in 34 provinces in Indonesia. The sample was established using a multistage sampling technique from the study population of 15-year-old students in Indonesia. The results indicated that the construct validity of the test was verified and the reliability coefficient was 0.805, which was defined good. Based on the results, it can be concluded that the set of tests is appropriate to be used to measure Indonesian students' reading literacy achievement. In other words, using the set of tests will establish measurement that can reflect the reading literacy achievement of Indonesian students. [ABSTRACT FROM AUTHOR]

Recently, the readability of texts has become the focus of reading research because it is believed to have implications for reading comprehension, which is of utmost importance in the field of English as a foreign language (EFL), particularly in the teaching, learning and assessment of reading comprehension. Unfortunately, the influence of text readability on reading comprehension (and reading time) has not been well studied in the EFL context. Most text readability studies are conducted in medical contexts, but these studies are often limited in predicting readability scores for sample texts. To address this gap, the current study aimed to evaluate the influence of text readability levels (based on the Flesch-Kincaid grade level (FKGL)) on students' reading comprehension and reading time. Data were collected through reading test and analyzed using SPSS version 22. The Friedman test revealed that the distribution of students' reading comprehension score (X2=197.532, p=0.000) and reading time (X2=215.323, p=0.000) are different in each text, suggesting that the readability of texts has a significant influence on both. This study contributed to the practices of reading instruction and assessment. Limitations and suggestions for further research are briefly discussed. [ABSTRACT FROM AUTHOR]

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Flipped blended learning (FBL) has become popular in translator training, requiring teachers to adapt their beliefs and attitudes towards blended learning to design and implement professional training programmes. This study investigates the effects of FBL on competence improvement in translation technology education. Using an action research approach with mixed methods, two iterative cycles of planning, acting, observing and reflecting were conducted. Sixty-six postgraduates participated in the programme, and their academic achievements were quantitatively evaluated through pre- and post-tests for computer-aided translation and revision tasks, practical operation tests and online learning statistics. Qualitative data from Q&A sessions, questionnaires and open-ended interviews revealed the students' perceptions of professional development. The results showed the FBL emphasising interaction with peers, context and content, enhances translators' competence. FBL should not be limited to integrating internet, classroom or laboratory settings alone. Extracurricular learning outside campus can also be integral with the support and guidance of off-campus tutors. [ABSTRACT FROM AUTHOR]

This study presents a systematic review and meta-analysis synthesising the existing research on the effectiveness of interventions featuring physical challenges for developing transferable skills and psychological health outcomes. Results from 47 independent samples across 44 studies revealed that the overall proximal effects of the interventions were medium (g = 0.51) and that effects gradually diminished over time (g = 0.39). Analyses across individual outcomes revealed interventions positively influenced interpersonal (g = 0.55), intrapersonal (g = 0.53), and cognitive skills (g = 0.53), as well as psychological health outcomes (g = 0.56). Moderator analyses indicate interventions can be potentially beneficial irrespective of design and participants involved. However, the current state of the literature does not truly allow for thorough conclusions to be made regarding the appropriateness and effectiveness of physical challenge interventions for organizational settings. Plain Language Summary: Transferable skills, described as interpersonal (e.g., communication), intrapersonal (e.g., resilience), and cognitive skills (e.g., problem-solving), have been identified as indispensable human resources in modern-day workplaces. Researchers have found these skills to be associated with numerous desirable performance (e.g., productivity) and health outcomes (e.g., reduced burnout). Therefore, the demand for occupational initiatives which can develop transferable skills is growing and workplaces are increasingly looking outside of work settings for training and development opportunities. Physical challenge interventions which feature novel outdoor environments and recreational physical challenges (e.g., rock climbing and high ropes courses), in particular, are gaining popularity as a method for enhancing employees' transferable skills and psychological wellbeing. However, no review has attempted to synthesize this body of research relative to the occupational domain. This paper evaluated published literature to identify the types of transferable skills and psychological health-related outcomes that can be developed in working-age adults through participating in physical challenge interventions. Our findings suggest physical challenge interventions can have positive short-and long-term effects on transferable skills, particularly interpersonal and intrapersonal skills, and support psychological health. However, due to the current state of the literature, we are not able to determine whether positive changes transfer to workplaces nor make thorough conclusions on the appropriateness and effectiveness of physical challenge interventions for organizational settings. In our discussions, we highlight methodological limitations of the current evidence base, issues concerning intervention implementation in organizational settings, and provide recommendations for future research. [ABSTRACT FROM AUTHOR]

Large-scale survey assessments (LSAs) are important tools for measuring educational outcomes and shaping policy decisions. We present a framework for comparing LSAs to facilitate studying the impact of design choice on the precision of results, contrasting India's National Achievement Survey (NAS), the United States' National Assessment of Educational Progress (NAEP), and the OECD's Programme for International Student Assessment (PISA). Our framework focuses on four key elements: sampling design, assessment design, analysis methodology, and reporting. The notion of total survey error, which is the accumulation of errors across the four key elements, can be used for both designing and evaluating LSAs. As example, we compare statistics that are commonly (but not always) reported from NAS, NAEP, and PISA to summarize outcomes related to sampling, measurement, and reporting. Our examination reveals several key similarities and differences among the three assessments, thereby highlighting the nuanced ways in which each LSA is tailored to meet the specific needs of their purpose and the challenges they face. [ABSTRACT FROM AUTHOR]

Purpose: The aim of this scoping review was to explore current program evaluation practices across various medical schools. Methods: We conducted searches in MEDLINE (Ovid), Embase (Elsevier) and ERIC (ed.gov) for original research and review articles related to medical education evaluation with key words evaluation, program, medical education, pre-registration, framework, curriculum, outcomes, evaluation, quality. We followed Arksey and O'Malley's (2005) process for scoping reviews. Results: Thirty-two articles were included. Studies were primarily concerned with either proving (n = 21) or improving efficacy of their programs (n = 11). No studies aimed at comparing programs. Nine were literature reviews. Others aimed to develop a new evaluation model (n = 7) or apply (n = 12) or validate (n = 4) an existing model (or part thereof). Twenty-two studies explicitly identified an evaluation model they had used or would recommend. Most frequently used models for evaluation were: Context-Input-Process-Product, Kirkpatrick, World Federation Medical Education, and the Standards by Joint Committee on Standards for Educational Evaluation. Overall, evaluations were learner-focused and accreditation driven with a minority considering the broader influences of program success. Conclusion: Program evaluation is fundamental to driving the quality of education delivered to produce workforce-ready healthcare professionals. The focus of current evaluations is on student experience and content delivery with a significant gap in the existing literature on evaluation related to staff, learner/staff well-being, equity, diversity, and meta evaluation. [ABSTRACT FROM AUTHOR]

In online education, it is widely recognized that interaction and engagement have an impact on students' academic performance. While previous research has extensively explored interactions between students, instructors, and content, there has been limited exploration of course design elements that promote the fourth type of interaction: interaction between students and the Learning Management System (LMS). Considering the connection between these interactions and students' academic achievements, this study aims to bridge this gap in the existing literature by investigating the factors that can predict learner-LMS interactions. By analyzing LMS analytics and log data collected from 5,114 participants in an online computer science course, this quantitative study utilized a combination of Multiple Linear Regression (MLR) and Decision Tree (DT) to predict learner-LMS interactions. The chosen model, trained on 80% of the dataset and tested on the remaining 20%, demonstrated effectiveness. The findings highlight the power of the selected model in predicting learner-LMS interactions. Key predictors include students' average submissions, average minutes, average content accesses, and average assessment accesses. Based on these key factors, the discussion provides insights for optimizing course design in online learning experiences. [ABSTRACT FROM AUTHOR]

Multiple Choice Questions (MCQs) are an important evaluation technique for both examinations and learning activities. However, the manual creation of questions is time-consuming and challenging for teachers. Hence, there is a notable demand for an Automatic Question Generation (AQG) system. Several systems have been created for this aim, but the generated questions failed to meet the requirements for student assessment effectively. Consequently, research in education technology, natural language processing, and KG development technology to support the AQG systems is still in its infancy. In this paper, the innovative integrated AQG framework for creating MCQs with difficulty levels is presented. The improved KG is first built as a source for question generation through corresponding queries. The distractors or wrong choices are generated by proposing a unified difficulty ranking mechanism, which includes the hybrid technique of WordNet-based and Linked Data (LD)-based semantic similarity together with property filtering score. Furthermore, the syntactic feature i.e. part-of-speech is utilized for the best distractors generation. The experimental results of the proposed unified difficulty ranking mechanism demonstrate an accuracy of 94% on the KG test dataset and 75% on public datasets. The accuracy of distractors' correctness is 60% on the test dataset while it is 72% on the public dataset. The results highlight the efficiency of the proposed unified difficulty ranking mechanism for automatic MCQs generation in the digital storytelling domain. [ABSTRACT FROM AUTHOR]

This paper presents an analysis of the current research landscape around hackathons and hackathon-like events as opportunities and means for learning. In particular, we aimed to explore how hackathon-like events are utilized to promote learning, what systematic approaches are used to orchestrate learning in such events, and to what extent knowledge is systematized and standardized in this context. To that end, we conducted a Systematic Literature Review following established guidelines. In this review we studied 39 research papers published over a 10-year span. Our findings indicate that no standardized setup for hackathons to promote learning and to assess learning outcomes has been investigated exhaustively. We did not find a systematic approach to reliably produce or measure learning effects in hackathons. Most of the reviewed papers relied on perceived learning for the assessment of learning. Based on the consulted literature, this does not provide comprehensive proof of positive learning outcomes from hackathons. We, therefore, conclude that additional research is needed to gather insights and consequently work toward solidifying the role of hackathons as learning tools. This work contributes to exploring the landscape and proposing research directions for capitalizing on the potential of hackathons and similar events for learning. [ABSTRACT FROM AUTHOR]

Purpose: 360° immersive videos may be useful in procedure-based healthcare settings. We hypothesized that extended reality (XR) neonatal intubation education is a feasible alternative to live demonstration in skill and knowledge transfer. Methods: This was a prospective single center evaluation of an educational XR intubation video using Premature Anne™ (Laerdal Medical, Stavanger, Norway) comparing to a live demonstration. Participants were randomly allocated to either live demonstration or XR group. Each group received 20 min of teaching from the pediatric respiratory care education specialist, either in person or in video format. Intubation success, knowledge and skill acquisition were measured using a questionnaire and checklist. Results: We had a total of 23 participants, XR (n = 11) and live demonstration (n = 12). The groups were heterogeneous in experience level.The XR group was successful at intubating 73% of the time (n = 8), which was not significantly different to the live demonstration group 58% (n = 7) (p = 0.667). For patients who achieved intubation, there was no difference between groups in the mean time to successful intubation; 98 s (SD 73) for the XR group and 65 s (SD 22) for the live demonstration group (p = 0.685).When comparing scores between groups there were no statistically significant differences regarding knowledge scores (p = 0.514), skill scores (p = 0.826) and total scores (p = 0.926). Conclusion: These preliminary findings indicated no significant differences between the XR and live demonstration groups in terms of intubation success, knowledge acquisition, skill performance, total scores or time to successful intubation. [ABSTRACT FROM AUTHOR]

The emergence of sophisticated AI tools such as ChatGPT, coupled with the transition to remote delivery of educational assessments in the COVID‐19 era, has led to increasing concerns about academic integrity and test security. Using AI tools, test takers can produce high‐quality texts effortlessly and use them to game assessments. It is thus critical to detect these nonauthentic texts to ensure test integrity. In this study, we leveraged keystroke logs—recordings of every keypress—to build machine learning (ML) detectors of nonauthentic texts in a large‐scale writing assessment. We focused on investigating the fairness of the detectors across demographic subgroups to ensure that nongenuine writing can be predicted equally well across subgroups. Results indicated that keystroke dynamics were effective in identifying nonauthentic texts. While the ML models were slightly more likely to misclassify the original responses submitted by male test takers as consisting of nonauthentic texts than those submitted by females, the effect sizes were negligible. Furthermore, balancing demographic distributions and class labels did not consistently mitigate detector bias across predictive models. Findings of this study not only provide implications for using behavioral data to address test security issues, but also highlight the importance of evaluating the fairness of predictive models in educational contexts. [ABSTRACT FROM AUTHOR]

The construction of questions is an essential component in educational assessment and student learning processes. However, manually constructing questions is a complex task that requires not only professional training, substantial experience, and extensive resources from teachers but is also time-consuming. This article introduces an Automatic Question Generation (AQG) technology based on a prompt pattern to alleviate this burden and address the ongoing need for new questions in education. The essence of this method lies in constructing a prompt pattern grounded on a collective knowledge base derived from teachers, thereby enhancing the quality of the questions produced. Practical applications and expert evaluations demonstrate that integrating a prompt pattern with a collective knowledge base into Large Language Models (LLMs) results in high-quality questions with statistically significant results. These questions not only meet educational standards but also approach the quality of manually constructed questions by teachers in certain aspects. Our research further emphasizes the feasibility of AI-teacher collaboration in education. [ABSTRACT FROM AUTHOR]

Background: The shadow curriculum is an emerging concept in curriculum studies that has not yet garnered significant attention in medical education. It includes programs and activities outside formal education to improve students' academic performance in the formal educational system. Objective: In this study, we designed and developed an online course based on the shadow curriculum and evaluated its effect on students' learning and academic performance. Methods: This study represents a form of developmental research, with the study population comprising medical and dental students from universities of medical sciences in Iran. The course was conducted at the Smart University of Medical Sciences, following the ADDIE instructional design approach in three phases. The initial two phases involved designing and implementing the program according to the students' needs and requirements. In the third phase, we evaluated the program using the Kirkpatrick model. In the first level evaluation, the reaction of 70 students in the course was investigated. To assess the impact of the course, pre and post-tests were administered to 30 students. Finally, the effect of the course on students' success in the comprehensive exams for basic medical sciences, dentistry, and pre-internship was analyzed by examining the passing and failing statuses of 83 and 57 students who participated in the September 2023 and February 2024 exams. Results: The results indicated that the students responded positively to the program. The analysis of pre-test and post-test scores showed a significant improvement in the students' academic performance across all the subjects presented in the course, including basic medical sciences, dentistry, and pre-internship (p < 0.01, p < 0.05). Overall, the descriptive analysis of the program's influence on the students' success in comprehensive exams in basic medical sciences, dentistry, and pre-internship showed that 70 out of 83 participating students passed the September 2023 comprehensive exams. Additionally, 51 out of 57 participants completed the comprehensive exams in February 2024. Conclusions: In an era where the shadow curriculum is reshaping learning and the educational landscape, the findings presented in this study indicate that this type of curriculum should be given special attention in the theoretical, research, and practical dimensions of the field of medical education. [ABSTRACT FROM AUTHOR]

Background: The surgical clinical practice skill training is an important part of medical undergraduate education. Surgical skills are complex and difficult to master. However, the traditional teaching method has some disadvantages, for example, low student participation, weak learning atmosphere, inadequate mastery of the subject matter. We innovatively put forward the segmented teaching method in the field of clinical practice skills training. The segmented teaching method refers to dividing a specific teaching content into several relatively independent parts and providing segmented practice for each part. This approach enhances students' learning outcomes.The aim of this controlled study is to investigate the effects of the segmented teaching methods on clinical practice skills training in medical students. Methods: 31 medical students participating in clinical practice skill training at The First Affiliated Hospital of University of South China from March to April 2024 were randomly assigned to either the experimental group (n = 16) receiving segmented teaching method or the control group (n = 15) receiving traditional teaching method. After completion of practical exercises, both groups underwent operational assessments, theoretical assessments, Mini-Clinical Evaluation Exercise (Mini-CEX), and Student Evaluation of Educational Quality (SEEQ) for teaching quality evaluation. A comparative analysis of the results between the two groups was conducted. Results: After implementing the program, there were no statistically significant differences (P > 0.05) between the experimental and control groups in theoretical assessment scores, Mini-CEX clinical judgment scores, and SEEQ teaching quality evaluation scores. However, compared to the control group, the experimental group demonstrated better operational assessment scores, higher Mini-CEX scores in history taking, physical examination, professionalism, doctor-patient communication, organizational efficiency, and comprehensive abilities, with statistically significant differences (P < 0.05). Conclusion: The application of segmented teaching method in clinical practice skill training for medical students yields favorable training outcomes. [ABSTRACT FROM AUTHOR]

The article examines ongoing challenges in public education funding in the United States, focusing on the limited success of legal actions to address disparities. Topics include the reluctance of state courts to mandate changes in school finance despite lengthy legal battles, the deteriorating conditions and infrastructure of public schools, and the declining performance trends reported by the National Assessment of Educational Progress.

This paper identifies and analyses the legitimation strategies used by the OECD as it expanded its role in global educational governance. Whilst the literature recognises the mainly discursive sources of legitimacy which the OECD derives from its testing regime, especially PISA, what remains unexplored is how exactly it has created the legitimacy to monitor SDG 4 – an arena where it has not been previously involved. Drawing on Suchman's framework for analysing organisational legitimacy, we identify six strategies. We show how these: were used to promote the OECD's pragmatic, moral, and cognitive legitimacy; progressed over time from low-key passive conformity to active manipulation; and, operated on both an episodic and a continual basis. [ABSTRACT FROM AUTHOR]

This paper examines the reactions of English pupils who were preparing for GCSE and A-Level examinations to the 2020 exam cancellations resulting from the Covid-19 pandemic. In doing so, it addresses a gap in international research related to high stakes testing by presenting pupils' perspectives. It uses a Bourdieusian framework to explore the role that exams played within the everyday educational experiences of four secondary school pupils. I demonstrate that pupils displayed an exam-oriented habitus which both recognised and was critical of exams as part of the wider 'game' of education. The 2020 GCSE and A-Level exam cancellation disrupted this habitus, leading participants to critically question and challenge an exam-focused education system. With the current uncertainty regarding the 2021 GCSE and A-Level exams in England, this paper argues that listening to the voices of young people also has two implications for wider consideration. Young people are uniquely positioned to comment critically on the quality of education systems which focus on high stake assessment. Listening to such criticality realises the potential for equity, engaging with voices which have previously gone unheard. [ABSTRACT FROM AUTHOR]