New Directions In Assessment Research Articles

Envisioning the future of learning and teaching engineering in the artificial intelligence era: Opportunities and challenges

Envisioning the future of learning and teaching engineering in the artificial intelligence era: Opportunities and challenges

Redefining Quality Assessment in Canadian K-12 Schools With Empathy, Critical Consciousness and Metacognition

Over the past decades, educational pedagogies have been shaped by many theorists and frameworks. For the purpose of this paper, the researchers define educational pedagogy through a lens that is influenced by Paulo Freire. For instance, educational pedagogy can be defined as seeking a balance within the tension between freedom and authority, while navigating the challenging structures that shape educational institutions (Freire, 2005, 2020). These structures include the impact of lived experiences and realities, the role of curricula, and the changing interactions within society that influence the pedagogical frameworks in education (Freire, 2020). This paper begins to consider a new framework for assessment and evaluation in Ontario, Canada’s K-12 schools, where educational pedagogy, empathy, metacognition, and critical consciousness may be posited as potential components moving forward. This paper deeply examines these three key elements of effective and authentic assessment: empathy, critical consciousness and metacognition. Each of these terms is defined and situated in a 21C digital learning context, and the authors suggest that new directions in assessment and evaluation must consider these three significant as fundamental to any redesign of assessment practices. Consideration may be given to the perspectives and experiences of educational leaders, educators, students, and their communities, and how these perspectives can shape the values and how we meet the challenges in education. Pedagogy in practice can often reflect the strategies and beliefs that influence educators’ values and choices, and the resulting impact on learning. Part of these pedagogical considerations may include the development of empathy, critical consciousness and metacognition throughout the assessment and evaluation process. Using a Canadian context, the authors argue that post-pandemic learners require a different set of tools to learn, and post-pandemic teachers need to reconfigure the ways in which that learning is measured, assessed and evaluated.
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Opioid use disorder and the brain: a clinical perspective.

Opioid use disorder (OUD) has gained increasing publicity and interest during recent years, with many countries describing problems of epidemic proportions with regard to opioid use and deaths related to opioids. While opioids are not themselves acutely neurotoxic, the chronic relapsing and remitting nature of this disorder means that individuals are often exposed to exogenous opioids for lengthy periods of time (either illicit or prescribed as treatment). We are increasingly characterizing the effect of such long-term opioid exposure on the brain. This narrative review aims to summarize the literature regarding OUD and the brain from a clinical perspective. Alterations of brain structure and function are discussed, as well as neurological and psychiatric disorders in OUD. Finally, we review current and new directions for assessment and treatment.

New directions in clinical outcomes assessment

In recent years, electrophysiology clinical research has made tremendous progress. Not only have the standards for conducting research and assessing clinical outcomes improved substantially, but the power of well-conducted and designed randomized clinical trials has been realized. This has led to the emergence of a plethora of randomized clinical trials in electrophysiology. Despite these improvements, there is an immense need to explore and develop better approaches for assessing clinical outcomes. In this article, I review the strengths, challenges, and limitations of randomized clinical trials, especially as they relate to the field of electrophysiology. To address some of these challenges, I propose potential solutions that involve enhancing clinical trials and complementing them with large registries and databases of electronic medical records. If prudently developed and executed, these new directions in assessing clinical outcomes have great potential to inform, and thereby improve the care of patients receiving electrophysiologic interventions.

ISBD – The International Society for Bipolar Disorders – bipolar disorder: New directions in assessment and management

ISBD – The International Society for Bipolar Disorders – bipolar disorder: New directions in assessment and management

Is it Merely a Question of “What” to Prompt or Also “When” to Prompt?

The purpose of this study was to investigate whether the effectiveness of prompts depends on their point of presentation time in self-regulated learning. First, based on the cognitive load theory, we investigated whether presenting prompts during the learning process instead of before has a positive effect on the process and outcome of self-regulated learning. Second, based on an integration of the cognitive load theory and a model of learning regulation goals, we investigated whether presenting prompts during learning and according to a theoretically optimal course of learning regulation has a positive effect on the process and outcome of self-regulated learning. In an experimental study with a one-factorial between-subjects design, with “point of presentation time of prompts” as independent variable and strategy use as well as learning outcome as dependent variables, 95 students were randomly assigned to one of three conditions. During self-regulated learning in a computer-based learning environment on a physics domain, all conditions got the same prompts, whereas their point of presentation time differed (according to optimal regulation course/contrary to optimal regulation course/before learning). Results revealed that presenting prompts during learning instead of before had a positive effect on learning outcome. Results further revealed that adapting the presentation of prompts according to an optimal course of learning regulation did not have an additional positive effect on learning outcome. A mediator analysis showed that the effect of point of presentation time of prompts on learning outcome was mediated by strategy use during learning. Results are discussed with respect to new directions for assessment and support of self-regulated learning.

Current knowledge, controversies and future directions in hyperfunctional voice disorders

Taking the preceding five papers in this special issue of the International Journal of Speech-Language Pathology as a starting point, this paper synthesizes key aspects of hyperfunctional voice disorders (HFVD). Aetiological and contributing factors, defining features, prevention, assessment and intervention are canvassed, while controversial issues and future directions in research and clinical practice are discussed. Despite disagreements and inconsistencies in terminology surrounding HFVD, there is broad agreement that musculoskeletal tension is the hallmark of these voice disorders. There is also reasonable consensus that the pathogenesis and persistence of HFVD are associated with multiple and overlapping factors, some of which are likely to interact in as yet unknown ways. In addition to dysregulated laryngeal muscle functioning, key processes in the psychosocial and sensory domains are canvassed as likely contributors to HFVD. Vocal fatigue is considered as an intriguing relative of HFVD, the role of laryngopharyngeal reflux is debated and the proposition that particular individuals are psychologically and/or physiologically predisposed to HFVD is discussed. New directions in assessment highlight the use of client-centred measures to consider insider perspectives of psychological factors, vocal effort and vocal fatigue. Emerging psychosocial and physical-manipulative interventions are emphasized and the future educational needs of voice care professionals are considered.

Reviews and Notes: Obesity: New Directions in Assessment and Management

Reviews and Notes: Obesity: New Directions in Assessment and Management

Obesity: new directions in assessment and management

Obesity: new directions in assessment and management

New Directions in the Assessment of Students with Special Needs: The Shift Toward a Constructivist Perspective

This article examines the influence of constructivism on models of assessment that are relevant for special education as well as general education. Discussion focuses on the diversity of assessment approaches that have been influenced by constructivist epistemology and the varying degrees to which different assessment systems incorporate constructivist principles. Selected assessment procedures are discussed, ranging from standardized systems to structured, informal assessment systems and unstructured assessment procedures that are reminiscent of Piaget's clinical method. Discussion focuses on new assessment procedures that incorporate selected features of a constructivist philosophy (1) They are holistic, dynamic, and multidimensional in scope. (2) They account for the complex interactions among development and the curriculum. (3) They address metacognitive processes and strategic learning. (4) They are continuous with instruction. Assessment approaches that incorporate some or all of these characteristics have highlighted the problems associated with traditional methods of assessment, but the new approaches have raised new problems: practicality, cost-effectiveness, accountability, reliability, and validity. If we are to judge the merits of these new directions in assessment, we must be patient and willing to accept ambiguities.

Alcohol and other drug use patterns among Mexican-American, Mexican, and Caucasian adolescents: New directions for assessment and research

Examined substance abuse rates among subgroups of Mexican-American students by comparing alcohol and drug use rates of Mexican-American adolescents born in the United States to those of Mexican-American students born in Mexico and to Caucasian students attending the same schools. A total of 3,404 ninth- and 11th-grade students were surveyed using the California Substance Use Sunrey (Skager, Austin, & Firth, 1991; Skager, Firth, & Maddahian, 1989). It was found that Mexican females abstain the most from drug and alcohol use. Mexican males also reported lower drug and alcohol use than their Mexican-American and Caucasian counterparts, who had similar rates of alcohol we. In terms of prevention and intervention, Caucasian ninth graders reported the highest percentages receiving a substance abuse prevention program for at least part of a semester. Mexican-American students, however, were more likely to report not having received any prevention programming in school. Implications for assessment and prevention ...

Changing Models of Students and Teacher Assessment

Cognitive, constructivist, and interpretivist theories will dominate new directions for assessment of students and teachers in the 21st century. These theories will also stimulate the development of new validation strategies for examining the meaning and use of assessments by students and teachers. Clearly separating the accountability and instructional-use roles of assessments will lead to expanded opportunities for educational psychologists and new directions for their education. Reconceptualizations of measurement theory will also be undertaken by educational psychologists engaged in assessment in the next century.

Cautions Concerning Assessment of Native Indian Students

This article outlines some problems inherent in the research concerning the assessment of Native Indian students, especially with reference to the "Native Indian profile." "Deficit" versus "difference" models are examined. Recommendations and new directions for assessment are discussed. Responsibilities of examiners are delineated. Caution is urged.

Book reviews

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Perspectives on Assessment of Learning Disabled Students

Current critical issues in assessment of learning disabled students are described with special emphasis on logical fallacies in the assessment process. New directions in assessment are specified and discussed in the context of current contextual constraints.