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Recent educational assessment research has focused on a series of interactional, psychosocial variables that have the potential to aid in exploring the particular characteristics of course-based undergraduate research experiences (CUREs; Chemers et al., 2011; Estrada et al., 2011; Auchincloss et al., 2014; Hanauer and Dolan, 2014; Corwin et al., 2015).
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This is concerning as it is at odds with the principles of scientific education research and the educational assessment standards.
In particular, the authors attempted to follow up on the premise of a National Research Council (2001) report on educational assessment that use of research-based, cognitive models for student learning could improve the design of items used to measure students' conceptual understandings.
Currently, educational effects are a neglected area of assessment research, which should be given much greater priority in future research.
The BFP directors asked two research scientists in the UW Office of Educational Assessment (OEA) to organize and conduct in February 2011 a focus group study of BFP students' experiences.
Potential research focuses are, among others, the technical and educational assessment of the applied technologies during operation with respect to further adaptation to the needs and knowhow of local users.
Although Rasch Models [ 1] were originally designed and used for educational assessment in recent years they have increasingly been used in health research.
Results indicate that educational technology research in Korea has been strongly influenced by new media, design theory, educational epistemology, and educational assessment.
When it comes to changes in educational assessment, scholars maintain that efforts to improve assessment practices would not succeed if not supported by relevant continuous research (Eisemon, cited in Wall 1996).
Daniel Koretz is an expert on educational assessment and testing policy.
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