Theme 6 of 10 · 12 entries
How we try to measure learning
What tests really tell us, what they miss, and why results feel unreliable.
These entries all sit in the same Act of the arc.
12 of the 12 entries on this subject
- Long-formArticle 25· Awaiting publication
Evidence-Centred Assessment
Theory: Evidence-Centred Assessment Design | Template: The Case File | Words: 1,453
- Long-formArticle 26· Awaiting publication
Psychometric Validation
Theory: Psychometric Validation for AI-Generated Assessment | Template: The Case File | Words: 1,675
- Long-formArticle 28· Awaiting publication
Knowledge Tracing
Theory: Knowledge Tracing & Learner Models | Template: The Case File | Words: 1,687
- Long-formArticle 30· Awaiting publication
Learning Analytics
Theory: Learning Analytics & Multimodal Analytics | Template: The Case File | Words: 1,667
- Long-formArticle 39· Awaiting publication
Information Power
Theory: Information Power | Template: The Confession | Words: 1,685
- Long-formArticle 40· Awaiting publication
Replication Governance
Theory: Replication Governance in EdTech | Template: The Case File | Words: 1,670
- Short-formPost 25
Evidence-Centred Assessment
Most tests are written backwards.
- Short-formPost 26
Psychometric Validation
An AI that writes quiz questions for you is doing half of what a proper assessment designer does.
- Short-formPost 28
Knowledge Tracing
When a student gets an answer right, we do not actually know what happened.
- Short-formPost 30
Learning Analytics
Watching how students use a platform is not the same as understanding how they are learning.
- Short-formPost 39
Information Power
Qualitative research has a guideline that sounds like common sense and almost never is.
- Short-formPost 40
Replication Governance
Most educational technology gets sold on a single impressive study, and single impressive studies are unreliable.