Functional analyses that were conducted in two settings (playground and classroom) indicated that problem behavior was sensitive to adult attention on the playground and tangible items in the classroom. Attention- and tangible-based interventions were designed based on the results from each of the assessment environments and were compared. The attention-based intervention was more effective on ...

this study aimed at investigating the reliability, predictive validity, and self-esteem and gender bias of confidence-based scoring. this is a method of scoring in which the test takers receive a positive or negative point based on their rating of their confidence in an answer. the participants, who were 49 english-major students taking their grammar course, were given 8 multiple-choice tests d...

Those who have used Classroom Assessment over the past several years are confident about one thing: Classroom Assessment is good for both teachers and students. As a feedback strategy that provides teachers with data on teaching effectiveness and student comprehension, Classroom Assessment also involves students in active mental processing of new information and makes them more aware of themsel...

Formative assessment was first used by Scriven (1967), but studies focused on formative assessment in ESL and EFL classes started in 2000. Formative assessment is integrated in learning and teaching, so a great part of classroom assessment is formative. However, classroom assessment has been not defined clearly, as most of the texts about this type of assessment define it in terms of its format...

Teachers need to acquire technology and digital skills in order to be able to follow the rapid changes in society. Since 2003, a national project has been carried out in Greece concerning the certification of teachers in basic computer skills. During this project (2003-2009) many teachers participated and certified through a Computer Based Assessment system (CBA) that has been developed by the ...

To explore the effects of formative assessment on student engagement in classroom, 60 upper-intermediate level EFL students, were chosen out of a convenience sample of 120, using the Oxford Placement Test and were randomly assigned to experimental and control groups. After the intervention, the students were asked to complete the Student Course Engagement Questionnaire. Independent sample t-tes...

Many empirical studies related to CBAs focused on interactive assessments in general (e.g., Leung & Mohan, 2004; Hamp-Lyons Tavares, 2011), or dynamic Lantolf Poehner, 2011; Poehner Compernolle, 2011) and peer-assessments Aryadoust, 2015; Cheng Warren, 2005) particular. Few have spontaneous embedded teacher instruction mediated through interaction using the LOA approach Purpura et al., 2016...

Cell-based assays (CBA) have increased the sensitivity of the neuromyelitis optica (NMO)-IgG/aquaporin-4-antibody detection compared to classical tissue-based indirect assays. We describe the sensitivity of an optimized immunohistochemistry (IHC-o) to detect NMO-IgG/aquaporin-4-antibody in comparison with that of two CBA: an in-house (CBA-ih) and a commercial (CBA-c) assay (Euroimmun, Germany)....