Personalized feedback generated via digital score reports is essential in higher education due to the important role of feedback in teaching and learning as well as in improving students' performance and motivation in such educational settings. This study introduces and evaluates ExamVis, a novel and engaging digital score reporting system that delivers personalized feedback to students after they complete their exams. It also presents the results of two empirical studies employing hierarchical linear regressions in which 776 pre-service teachers took two midterms and a final exam, receiving a digital score report with personalized feedback after each exam and having the option to review each of the score reports. Study 1 found that reviewing short reports (with visual feedback given immediately after an exam) and extended reports (with visual and written feedback given after all students completed the exam) significantly predicted students' final exam scores above and beyond their midterm exam scores. Study 2 found that students who were provided with only extended digital score reports outperformed on the final exam those who had access to both short and extended digital score reports. Implications for designing digital score reports with personalized feedback that have a positive impact on student performance are discussed.

The Woodcock-Johnson IV Tests of Cognitive Abilities (WJ IV COG) is a comprehensive assessment battery designed to assess broad and narrow cognitive abilities, as defined by the Cattell-Horn-Carroll (CHC) theory of intelligence. Previous studies examined the invariance of the WJ assessments across sex and age groups using factor analytic methods. Psychometric network modeling is an alternative methodology that can address both direct and indirect relationships among the observed variables. In this study, we employed psychometric network modeling to examine the invariance of the WJ IV COG across sex and age groups. Using a normative sample (n = 4212 participants) representative of the United States population, we tested the extent to which the factorial structure of the WJ IV COG aligned with CHC theory for the school-aged sample. Next, we used psychometric network modeling as a data-driven method to investigate whether the network structure of the WJ IV COG remains similar across different sex and age (age 6 to 19, inclusively) groups. Our results showed that the WJ IV COG maintained the same network structure across all age and sex groups, although the network structure at younger ages indicated weaker relationships among some subtests. Overall, the results provide construct validity evidence for the WJ IV COG, based on both theoretical and data-driven methods.

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The Wechsler Intelligence Scale for Children, Fifth Edition: Canadian (WISC-V CDN ; Wechsler, 2014) is published by Pearson Canada Assessment. The WISC-V CDN is a norm-referenced, individually administered intelligence battery that provides a comprehensive diagnostic profile of the cognitive strengths and weaknesses of children and adolescents ranging from 6 years 0 months to 16 years and 11 months of age. The structure of the WISC-V CDN not only continues with the Wechsler tradition but also includes aspects of the Cattell-Horn-Carroll (CHC) theory of human cognitive abilities and advances in neurodevelopmental research in its construct representation (Wechsler, 2014). The WISC-V CDN provides information regarding overall intellectual functioning, as well as specific cognitive abilities, such as verbal comprehension, visual-spatial, fluid reasoning, working memory, and processing speed. The WISC-V CDN can be purchased through Pearson Canada Assessment at a cost of CAD$2,167.00 for the Basic Complete Kit in a soft or hard case, which includes the Administration and Scoring Manual, the Canadian Manual, Technical and Interpretive Manual, 25 Record Forms and Response Booklet sets, Stimulus Books 1 through 3, Response Booklets 1 and 2, Block Design Blocks, Coding Scoring Template, Symbol Search Scoring Key, Cancellation Scoring Template, and a pencil and red pen. Individual sections of the kit can be purchased separately. The WISC-V CDN is adapted from the Wechsler Intelligence Scale for Children, Fifth Edition (WISC-V), 1 which was developed in the United States. Administrators of the WISC-V CDN are expected to have received training and be familiar with the administration and interpretation of standardized clinical instruments, which includes having completed formal graduate-level or professional-level training in psychological assessment with an emphasis on measurement, applied psychometrics, and cognitive theory. The average administration time of the WISC-V CDN varies, depending on several factors, such as age and level of intellectual functioning.

Günümüzün eğitim sistemleri öğrencilerin öğrenme sürecini desteklemek amacıyla birçok yeni teknolojiyi uyarlamaya ve kullanmaya devam etmektedir. Bu teknolojilerden birisi de e-sınavlardır. Bu tarz sınavlar öğrencilerin sınav sorularını bilgisayar ya da tablet gibi dijital araçlar ile cevaplamasına imkân vermektedir. E-sınavların önemli faydalarından biri de etkili, hızlı ve bireye özgü geri bildirim üretmeye imkân sağlamasıdır. Bununla beraber e-sınavlardan etkin olarak geri bildirim üretilmesine dair önerilerin yer aldığı çalışmalara literatürde rastlanılmamıştır. Literatürdeki bu önemli boşluğu doldurmak adına e-sınavlarda geri bildirim üretimine dair sistematik bir derleme çalışması yapılmıştır. Bu çalışma üç aşamada gerçekleştirilmiştir. İlk aşamada geri bildirim üretimine dair uygulamaları içeren çalışmalar derlenmiş ve önemli noktalar özetlenmiştir. İkinci aşamada ise e-sınavlardan etkin geribildirim üretmek için araştırmacı ve uygulayıcılara yönelik öneriler sunulmuştur. Son aşamada ise e-sınavlardan hızlı ve bireye özgü geri bildirim üretiminde kullanılabilecek altı adımdan oluşan bir yönerge ortaya konmuştur. Bu yönergede görsel ve yazılı öğelerden oluşan geri bildirimler aracılığıyla öğrencilerin sınav sonuçlarını nasıl daha etkin bir şekilde yorumlayabileceği gösterilmiştir.