Digitized assessments have a considerable potential to guide clinicial decision making and monitor progress and disease trajectories. The Timed Up and Go test (TUG) has been long established for assessment in geriatric medicine and instrumented versions (iTUG) have been developed and validated. This scoping review includes studies that applied the iTUG and aims to identify use cases to show where and how iTUG assessment could guide interventions and clinical management. The literature search was limited to peer-reviewed studies that performed pre- and post-intervention measurements with a 3-meter TUG instrumented with body-worn technology in samples of at least 20 subjects aged 60+ years. Of 3018 identified articles 20 were included. Four clinical use cases were identified: stratification for subsequent therapy, monitoring of disease or treatment-associated changes and evaluation of interventions in patients with idiopathic normal pressure hydrocephalus (1), and patients with Parkinson\'s disease (2); monitoring after joint replacement surgery (3), and evaluation after different exercise and rehabilitation interventions (4). The included studies show diversity in terms of iTUG technology and procedures. The identified use cases highlight clinical relevance and high potential for the clinical application of the iTUG. A consensual approach as well as comprehensive reporting would help to further exploit the potential of the iTUG to support clinical management. Future studies should investigate the benefits of segmental iTUG analysis, responsiveness and participants\' perspectives on clinically meaningful changes in iTUG.

UNASSIGNED: Technology advances make it increasingly possible to adapt direct behavioral assessments for classroom use. This study examined children\'s scores on HTKS-Kids, a new, largely child-led version of the established individual research assessment of self-regulation, Head-Toes-Knees-Shoulders-Revised task (HTKS-R). For the HTKS-Kids tablet-based assessment, which was facilitated by children\'s preschool teachers, we examined (1) preliminary reliability and validity; (2) variation in scores predicted by child age and background characteristics; and (3) indication that HTKS-Kids provides different information from teacher ratings of children.
UNASSIGNED: Participants included n = 79 4-year-old children from two urban areas in upstate New York, USA. Average parent education was 12.5 years, ranging 3-20. A researcher administered the HTKS-R to individual children, and teachers (eight white, two Latino) were trained to use the HTKS-Kids tablet-based assessment and asked to play once with each study child. Teachers also rated each child on 10 Child Behavior Rating Scale (CBRS) items about classroom self-regulation.
UNASSIGNED: We found evidence that (1) the HTKS-Kids captures variation in children\'s self-regulation and correlates positively with established measures, (2) parent education was the best predictor of HTKS-Kids scores, and (3) teachers rated Black children significantly worse and white children better on the CBRS, with the magnitude of group differences similar to the contribution of parent education. In contrast, Black and white children showed no score differences on HTKS-Kids.
UNASSIGNED: The HTKS-Kids is a promising new tablet-based assessment of self-regulation that could replace or supplement traditional teacher ratings, which are often subject to implicit bias.

Executive functions are psychological processes of great importance for proper functioning in various areas of human development, including academic performance. For this reason, from both clinical and educational perspectives, there is great interest in how they are assessed. This article describes the development and standardization process of Yellow-Red, an instrument for directly assessing executive functions in children between 6 and 11 years of age in a playful format using digital support. The test was based on a three-factor model of executive functioning: inhibition, working memory, and cognitive flexibility. Yellow-Red comprises six subtests: cognitive inhibition, behavioral inhibition, auditory working memory, visual working memory, cognitive flexibility, and a global assessment test of executive functions. The test was administered to 245 boys and girls between 6 and 11 years of age. Along with the Yellow-Red subtests, gold standard tests were applied for each of the executive functions assessed. The test\'s psychometric properties are powerful in both reliability and validity evidence. The reliability indices are all greater than 0.8. As evidence of convergent validity, correlations were established between the tests, and the tests considered gold standards. All correlations were significant, with values ranging between 0.42 and 0.73. On the other hand, the factor structure of the test was analyzed using confirmatory factor analysis. Although it is possible to demonstrate the progressive differentiation of the factor structure with age, it was only possible to find two factors at older ages, one for inhibition/flexibility and one for working memory.

The replacement of existing technology or the introduction of novel technology into the day-to-day routines of higher education institutions is not a trivial task. Currently, many higher education institutions are faced with the challenge of replacing existing procedures for administering written exams with e-exams. To guide this process, this paper proposes the novel technology-based exams acceptance model (TEAM) and empirically evaluates its model structure and usefulness from the perspective of higher education teachers. The model can be used to guide the transition from paper-based exams to e-exams and the implementation of innovative (e.g., adaptive) e-exam formats. The model includes perceived usefulness, computer self-efficacy, computer anxiety, prior experience, facilitating conditions, and subjective norm as predictors of the behavioral intention to use e-exams. To test the model empirically, the responses of 992 teachers at 63 German universities to a standardized online questionnaire were analyzed using structural equation modeling. The model fit was acceptable. With 77% (conventional e-exams) and 82% (adaptive e-exams), a large proportion of the variance of the intention to use these types of exams was explained. With TEAM, a highly predictive model for explaining the behavioral intention to use e-exams is now available. It offers a theoretical basis that can be used for the successful implementation of e-exams in higher education.

Physical inactivity and low levels of muscle strength can lead to the early development of sarcopenia and dynapenia, which may increase the number and risk of falls in the elderly population. Meanwhile, exercise programs can stop or even revert the loss of muscle mass, strength, power, and functional capacity and consequently decrease the risk of falls in older adults. However, there is a lack of studies investigating the effect of strengthening programs in octogenarians. The present study investigates the effects of 40 weeks of a training-detraining-retraining cycle of muscle strength exercise program on postural stability and estimated fall risk in octogenarians. Twenty-seven institutionalized participants were allocated into two groups: the muscular strength exercise group (MSEG, n = 14) and control group (CG, n = 13). After the first training period, the MSEG improved postural stability and decreased the estimated fall risk by 7.9% compared to baseline. In comparison, CG worsened their stability and increased their risk of falling by more than 17%. No significant changes were found between groups in the detraining and the retraining period. This study demonstrated that strength exercise effectively improved postural control and reduced fall risk scores. In addition, the interventions were able to reduce the forward speed of postural control deterioration in octogenarians, with great increments in the first months of exercise.

Students\' response sequences to a technology-based problem-solving task can be treated as a discrete time stochastic process with a conditional Markov property-after conditioning on the students\' abilities of problem solving, the next state only depends on the current state. This article proposes a sequential response model (SRM) with a Bayesian approach for parameter estimation that incorporates comprehensive information from the response process to infer problem-solving ability more effectively. A Monte Carlo simulation study showed that parameters were well-recovered. An illustrated example is provided to showcase additional gains using our model for understanding the response process with a real-world interactive assessment item \"Tickets\" in the programme for international student assessment (PISA) 2012.

暂无摘要。

The aims of this paper are: to provide a comprehensive introduction to eDia, an online diagnostic assessment system; to show how the use of technology can contribute to solve certain crucial problems in education by supporting the personalization of learning; and to offer a general reference for further eDia-based studies. The primary function for which the system is designed is to provide regular diagnostic feedback in three main domains of education, reading, mathematics, and science, from the beginning of schooling to the end of the 6 years of primary education. The cognitive foundations of the system, the assessment frameworks, are based on a three-dimensional approach in each domain, distinguishing the psychological (reasoning), the application, and the disciplinary (curricular content) dimensions of learning. The frameworks have been carefully mapped into item banks containing over a 1,000 innovative (multimedia-supported) items in each dimension. The online assessments were piloted, and the system has been operating in experimental mode in over 1,000 schools for several years. This paper outlines the theoretical foundations of the eDia system and summarizes how results from research on the cognitive sciences, learning and instruction, and technology-based assessment have been integrated into a working system designed to assess a large population of students. The paper describes the main functions of eDia and discusses how it supports item writing, constructing tests, online test delivery, automated scoring, data processing, scaling and the provision of feedback both for students and teachers. It shows how diagnostic assessments can be implemented in school practice to facilitate differentiated instruction through regular measurements and to provide instruments for teachers to make formative assessments. Beyond its main function (supporting development toward personalizing education), the eDia platform has been used for assessments in a number of areas from pre-school to higher education both in Hungary and in a number of other countries as well. The paper also reviews results from eDia-based studies and highlights how technology-based assessment extends the possibilities of educational research by making more constructs measurable.

Technology-based assessment offers unique opportunities to collect data on students\' cognitive development and to use that data to provide both students and teachers with feedback to improve learning. The aim of this study was to show how the psychological dimension of learning can be assessed in everyday educational practice through technology-based assessment in reading, mathematics and science. We analyzed three related aspects of the assessments: cognitive development, gender differences and vertical scaling. The sample for the study was drawn from primary school students in Grades 1-8 (ages 7 to 14) in Hungary. There were 1500 to 2000 students in each grade cohort. Online tests were constructed from 1638 items from the reading, mathematics, and science domains in the eDia system. The results confirmed that the disciplinary, application and psychological dimensions of learning can be distinguished empirically. Students\' cognitive development was the most steady (and effective) in mathematics, where the greatest development occurred in the first years of schooling. Path models suggested that the psychological dimension of learning can be predicted at a moderate level based on students\' level of school knowledge consisting of the disciplinary and application dimensions of learning as latent constructs. The predictive power was almost the same in both dimensions. Generally, girls developed faster in the psychological dimension of reading, mathematics and science learning; however, the size of gender differences varied by age and domain. This study (1) provides evidence that the psychological dimension of learning can be made visible even in an educational context, (2) highlights the importance of the explicit development of the psychological dimension of learning during school lessons, and (3) shows that there are gender differences in the developmental level of the psychological dimension of learning in favor of girls but that this varies by grade and domain.

Evidence-centered design (ECD) is a framework for the design and development of assessments that ensures consideration and collection of validity evidence from the onset of the test design. Blending learning and assessment requires integrating aspects of learning at the same level of rigor as aspects of testing. In this paper, we describe an expansion to the ECD framework (termed e-ECD) such that it includes the specifications of the relevant aspects of learning at each of the three core models in the ECD, as well as making room for specifying the relationship between learning and assessment within the system. The framework proposed here does not assume a specific learning theory or particular learning goals, rather it allows for their inclusion within an assessment framework, such that they can be articulated by researchers or assessment developers that wish to focus on learning.