educational-assessment

Documents about educational-assessment

• Beyond Lecturing: A Qualitative Exploration of the Impact of Lesson Planning on Faculty Job Satisfaction in Christian Higher Education#277822Scholars Crossing
• A Rising Tide from Forty-Eight to Fifteen: A Mixed-Methods Case Study of Louisiana’s Instructional Artifacts From 2021 to 2024#625692LSU Digital Commons
• Developing Oral Reading Fluency: Effects of Daily Use of Word Walls and Daily Independent Silent Reading on Oral Reading Fluency Development of Second Grade Students#648261Scholars Crossing
• Uso de inteligencia artificial generativa en educación matemática: revisión sistemática de aplicaciones didácticas, beneficios, riesgos y desafíos para la práctica docente#276730OSF
• Análisis de la importancia de los criterios de evaluación y el reconocimiento académico docente universitario como indicadores de la calidad educativa en España#285951Repositorio Institucional de la Universidad de Burgos (RIUBU)
• A gamified AI movement assessment and feedback approach for university students in physical education: Effects on movement skills, learning engagement, and behavioral patterns#219877Springer Nature OA
• New Literacies in the Age of AI: Ethics, Teaching, and Writing (Spanish Version)#261674DOAB PROD Instance
• New Literacies in the Age of AI: Ethics, Teaching, and Writing (English Version)#261678DOAB PROD Instance
• Sistema de Tutoría Inteligente con Inteligencia Artificial para la Personalización del Aprendizaje en Educación Media Superior en México: Diseño, Marco de Política y Proyección de Impacto del STIA-EMS#316561OSF
• Mathematics, Mathematics Education, and Views of Reform: Perspectives from Two Mathematicians Involved with Mathematics Education for the Appalachian Collaborative Center for Learning, Assessment, and Instruction in Mathematics#487665ERIC
• Choices, Challenges, and Considerations: Exploring College Application Experiences of De La Salle University Manila Senior High School Students to the Big Four Universities#200204Animo Repository
• Cognitive Learning Intelligence Platform (CLIP): Every Pen Stroke is a Learning Signal#331645OSF
• Evaluating the Effectiveness of Generative Artificial Intelligence in Empowering Teachers for Constructivist Instructional Design: A Case Study of the SAHAB Model#379261OSF
• The role of extra time in the performance of students with learning disabilities in time-constrained assessment#443691SUNScholar
• Design & Engineering from High Execution to High Creation: How Evidence-Informed Curriculum and Pedagogical Design, Grounded in Hands-On and Self-Paced Learning, Supports Technical Learning, Student Agency, and Emotional Engagement#473356OSF
• Validation and Reliability of the Turkish Version of the Montreal Cognitive Assessment-Basic (MoCA-B) in Individuals With Low Educational Level#848200ClinicalTrials.gov
• The Situated Nature of a Computer Science Teacher’s Persistent Engagement Over a Decade: A Lines of Practice Perspective of Learning, Teaching, and Leading#356931DigitalCommons@USU
• Efficacy of an Intensive Generative AI Professional Development Program on Pedagogical Content Knowledge (AI-PCK) and the Comparative Analysis of Learning Gain between Experienced and Pre-service Teachers#409870OSF
• From Content Deliverers to Pedagogical Prompt Engineers: Unpacking Novice and Experienced Teachers' Professional Identity Transformation through AI Co-Creation in the IAT Model#416319OSF
• Entre o macro e o micro o uso do painel da rede municipal e das avaliações bimestrais escolares na construção de estratégias de ensino de Língua Portuguesa para o 5º ano da Escola Municipal Professor Francisco Mauricio de Mattos Dourado#206669Repositório Institucional da UFPB
• IMPACT OF TECHNOLOGY ON STUDENT PERFORMANCEABSTRACT The rapid digitalization of education, accelerated by the Fourth Industrial Revolution and the COVID-19 pandemic, has fundamentally transformed instructional delivery. Despite significant global investment in Educational Technology (EdTech), the correlation between digital tools and student academic achievement remains a subject of intense debate. This study synthesizes empirical evidence from 2019 to 2026 to evaluate the impact of various technological interventions, including Artificial Intelligence (AI), Virtual Reality (VR), Gamification, and Mobile Learning, on student performance in educational management contexts. A systematic review of over 40 distinct studies was conducted, utilizing frameworks such as the Technology Acceptance Model (TAM) and the SAMR model to analyze efficacy across diverse subject domains and institutional settings. Results indicate a small to medium positive effect size (d ≈ 0.35), heavily contingent on implementation quality rather than hardware presence. AI and VR show strong potential in STEM and personalized learning, while mobile learning effectively supports formative assessment but poses distraction risks. Crucially, teacher digital competence and student self-regulation were identified as primary mediating variables. The study concludes that technology is an amplifier of pedagogy, not a substitute. It recommends that educational managers prioritize "humanware", teacher training and pedagogical design, over mere hardware acquisition to bridge digital divides and maximize academic return on investment. ABSTRACT The rapid digitalization of education, accelerated by the Fourth Industrial Revolution and the COVID-19 pandemic, has fundamentally transformed instructional delivery. Despite significant global investment in Educational Technology (EdTech), the correlation between digital tools and student academic achievement remains a subject of intense debate. This study synthesizes empirical evidence from 2019 to 2026 to evaluate the impact of various technological interventions, including Artificial Intelligence (AI), Virtual Reality (VR), Gamification, and Mobile Learning, on student performance in educational management contexts. A systematic review of over 40 distinct studies was conducted, utilizing frameworks such as the Technology Acceptance Model (TAM) and the SAMR model to analyze efficacy across diverse subject domains and institutional settings. Results indicate a small to medium positive effect size (d ≈ 0.35), heavily contingent on implementation quality rather than hardware presence. AI and VR show strong potential in STEM and personalized learning, while mobile learning effectively supports formative assessment but poses distraction risks. Crucially, teacher digital competence and student self-regulation were identified as primary mediating variables. The study concludes that technology is an amplifier of pedagogy, not a substitute. It recommends that educational managers prioritize "humanware", teacher training and pedagogical design, over mere hardware acquisition to bridge digital divides and maximize academic return on investment.#343105Zenodo (CERN)