Relevant bibliographies by topics / Online assessment

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Online assessment'

Author: Grafiati
Published: 4 June 2021
Last updated: 29 January 2023

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Journal articles on the topic "Online assessment"

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Husain, Farhat N. "Digital Assessment Literacy: The Need of Online Assessment Literacy and Online Assessment Literate Educators." International Education Studies 14, no. 10 (September 18, 2021): 65. http://dx.doi.org/10.5539/ies.v14n10p65.

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Creation of reliable online assessments have always been a concern by educators, this research article provides an idea for providing professionals training development for creating online assessments for the inexperienced assessment literate teachers. The research has placed the importance on the training of the educators in the assessment literacy with a proposed model of utilization of Educational framework to create digital online assignments using IT integrated tools. This paper uses mixed method research and examines the need of training for the creation of reliable assessments and assessment literate educators which will caters to the different students’ abilities. To further explore and understand the training needs of the assessment literacy, this research provides an insight of the year 2020 result analysis, as it might add a new dimension towards the professional development for the online assessment literacy skills. The collected data was used as descriptive, inferential data which was further analyzed and compared to the pretest and the current collected primary data. The purpose of this study shows the importance of the online assessment literacy and the need of assessment literate trained educators who might support in identifying the training needs of online assessment with help of Bloom’s Model in connection with the digital Bloom’s taxonomy. As some experienced educators lack the need of literacy training skills in the online assessments, this proposed model would be beneficial for the educators, and could prepare them as future trainers.
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Wang, Ping An. "Assessment of Asynchronous Online Discussions for a Constructive Online Learning Community." International Journal of Information and Education Technology 5, no. 8 (2015): 598–604. http://dx.doi.org/10.7763/ijiet.2015.v5.575.

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Zaitun, Zaitun, Rochmiyati Rochmiyati, and Pargito Pargito. "Assessment Online Learning At Elementary School." Edunesia : Jurnal Ilmiah Pendidikan 2, no. 3 (August 28, 2021): 663–67. http://dx.doi.org/10.51276/edu.v2i3.186.

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This study aims to determine the assessment model for online-based elementary school teachers during the Covid-19 pandemic. This research was carried out at SDN 2, Palas District, South Lampung Regency. The research method used in this study is a qualitative research method with a descriptive study approach. The data collection techniques used are through questionnaires and interviews. The results showed that the online assessment in elementary schools during the Covid-19 pandemic was carried out through: assignments, daily exercises (oral tests), written tests and portfolios. From the various types of assessments carried out, it turns out that there are several obstacles, from the results of interviews that have been conducted, the obstacles experienced in online assessments are skills and attitude assessments to overcome the obstacles regarding online assessment, it still needs to be developed again, namely self-assessment and parental assessment to help solve problems regarding attitude and skill assessment.
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Holland, Glenda, Thillainatarajan Sivakumaran, Marcus Dewayne Dawson, Lacy Davis, Yung Yu Choi, and Ashley Absher. "Online Teaching Needs Assessment." i-manager's Journal on School Educational Technology 6, no. 2 (November 15, 2010): 20–24. http://dx.doi.org/10.26634/jsch.6.2.1308.

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Chaudhary, Khyati, and Priyanka Sahu. "Online Assessment Examination System." RIET-IJSET: International Journal of Science, Engineering and Technology 3, no. 1 (2016): 65. http://dx.doi.org/10.5958/2395-3381.2016.00008.3.

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Cleaver, T. G., and L. M. Elbasyouni. "Student Online Assessment Behaviors." IEEE Transactions on Education 48, no. 3 (August 2005): 400–401. http://dx.doi.org/10.1109/te.2004.842886.

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Spivey, Michael F., and Jeffrey J. McMillan. "Classroom Versus Online Assessment." Journal of Education for Business 89, no. 8 (November 4, 2014): 450–56. http://dx.doi.org/10.1080/08832323.2014.937676.

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Woit, Denise, and David Mason. "Effectiveness of online assessment." ACM SIGCSE Bulletin 35, no. 1 (January 11, 2003): 137–41. http://dx.doi.org/10.1145/792548.611952.

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Gray, Len, and Richard Wootton. "Comprehensive geriatric assessment ‘online’." Australasian Journal on Ageing 27, no. 4 (December 2008): 205–8. http://dx.doi.org/10.1111/j.1741-6612.2008.00309.x.

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Hamann, Kerstin, Philip H. Pollock, Gary E. Smith, and Bruce M. Wilson. "Online Teaching and Assessment." PS: Political Science & Politics 49, no. 01 (January 2016): 107–10. http://dx.doi.org/10.1017/s104909651500133x.

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Dissertations / Theses on the topic "Online assessment"

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Jansson, K. (Kaisu). "Online recruitment and Millennials:recruitment communication and online assessment." Master's thesis, University of Oulu, 2017. http://urn.fi/URN:NBN:fi:oulu-201701121062.

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Recruitment has shifted from traditional channels and practices to processes taking place online and recruitment research has subsequently started to investigate online recruitment processes. While there have been conflicting perceptions amongst recruitment researchers about whether the organizational or the applicant perspective has been neglected in recruitment research most of the present literature focuses on the first phase of the recruitment process, attracting applicants. This thesis takes the perspective of the applicant, and in this case the Millennial generation, and investigates the later phases of the recruitment process, recruitment communication and online assessment. The aim is to find out what kind of preferences Millennial applicants have towards recruitment communication’s timing, content and media and different online assessment methods such as online tests, digital interviews and gamification. This thesis is conducted as a qualitative research with a factist perspective. After extensive review of recruitment and Millennial research a theoretical framework is developed. Empirical data is gathered trough semi-structured thematic interviews and analyzed with content analysis. The research findings are then applied to the theoretical framework and the framework is adjusted to depict the preferences of the Millennial applicant towards recruitment communication and online assessment methods. The research findings suggest the Millennial applicant has several expectations towards both recruitment communication and different online assessment methods. Recruitment communication is expected to happen in a continuous manner to avoid uncertainty and show the hiring organization’s respect and valuation towards the applicant. Recruitment communication should also be efficient and convenient for the applicant, and email is found to be the preferred communication medium. The Millennial applicant also expects feedback on his or her performance as well as reasoning for selection decisions. Concerning different online assessment methods, the Millennial applicant prefers assessment methods that make them feel they have influence over recruitment outcomes. In addition, perceptions of validity and relevance as well as efficiency and convenience affect Millennials’ preferences concerning different online assessment methods. The research findings have several managerial implications. Designing recruitment processes in which millennial preferences are taken into consideration can produce better applicant experience and have a positive effect on the company image. Although measures have been taken to ensure research reliability, the number of research participants and the same field of study of the research participants limit the generalizability of the research results.
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Hatt, Justin Dale. "Online assessment of graph theory." Thesis, Brunel University, 2016. http://bura.brunel.ac.uk/handle/2438/13389.

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The objective of this thesis is to establish whether or not online, objective questions in elementary graph theory can be written in a way that exploits the medium of computer-aided assessment. This required the identification and resolution of question design and programming issues. The resulting questions were trialled to give an extensive set of answer files which were analysed to identify whether computer delivery affected the questions in any adverse ways and, if so, to identify practical ways round these issues. A library of questions spanning commonly-taught topics in elementary graph theory has been designed, programmed and added to the graph theory topic within an online assessment and learning tool used at Brunel University called Mathletics. Distracters coded into the questions are based on errors students are likely to make, partially evidenced by final examination scripts. Questions were provided to students in Discrete Mathematics modules with an extensive collection of results compiled for analysis. Questions designed for use in practice environments were trialled on students from 2007 – 2008 and then from 2008 to 2014 inclusive under separate testing conditions. Particular focus is made on the relationship of facility and discrimination between comparable questions during this period. Data is grouped between topic and also year group for the 2008 – 2014 tests, namely 2008 to 2011 and 2011 to 2014, so that it may then be determined what factors, if any, had an effect on the overall results for these questions. Based on the analyses performed, it may be concluded that although CAA questions provide students with a means for improving their learning in this field of mathematics, what makes a question more challenging is not solely based on the number of ways a student can work out his/her solution but also on several other factors that depend on the topic itself.
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He, Yingjun. "An Internet-based online assessment system." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape7/PQDD_0019/MQ55292.pdf.

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Donnan, Peter Anthony. "Conducting assessment online educational developers' perspectives /." Access electronically, 2007. http://www.library.uow.edu.au/adt-NWU/public/adt-NWU20070913.134619/index.html.

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Bauer, Christine, Kathrin Figl, Michael Derntl, Peter Paul Beran, and Sonja Kabicher. "The Student View on Online Peer Reviews." Association for Computing Machinery (ACM), 2009. http://dx.doi.org/10.1145/1595496.1562892.

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Peer review is used as an effective quality assurance measure in many contexts, including science, business, programming or education. In education, several studies confirmed the positive effects of peer reviewing on student learning. Based on recent research concerning the role of media in the peer review process this study investigates how students perceive the process, content and effects of peer reviews. We also analyze students' opinions on different modes of peer reviewing activities, e.g. online vs. face-to-face reviewing. In the context of a computer science course on scientific writing, these research questions were addressed by administering an online questionnaire (n=38) and analysis using quantitative and qualitative methods. Results indicate that students value the peer review activity, take peer reviews seriously and provide comprehensive and constructive reviews. Findings also show that students prefer written online reviews with the possibility of oral follow-up questions to reviewers.
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Bhardwaj, Shally. "Personality Assessment Using Multiple Online Social Networks." Thesis, Université d'Ottawa / University of Ottawa, 2014. http://hdl.handle.net/10393/31734.

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Personality plays an important role in various aspects of our daily life. It is being used in many application scenarios such as i) personalized marketing and advertisement of commercial products, ii) designing personalized ambient environments, iii) personalized avatars in virtual world, and iv) by psychologists to treat various mental and personality disorders. Traditional methods of personality assessment require a long questionnaire to be completed, which is time consuming. On the other hand, several works have been published that seek to acquire various personality traits by analyzing Internet usage statistics. Researchers have used Facebook, Twitter, YouTube, and various other websites to collect usage statistics. However, we are still far from a successful outcome. This thesis uses a range of divergent features of Facebook and LinkedIn social networks, both separately and collectively, in order to achieve better results. In this work, the big five personality trait model is used to analyze the five traits: openness to experience, conscientiousness, extroversion, agreeableness, and neuroticism. The experimental results show that the accuracy of personality detection improves with the use of complementary features of multiple social networks (Facebook and LinkedIn, in our case) for openness, conscientiousness, agreeableness, and neuroticism. However, for extroversion we found that the use of only LinkedIn features provides better results than the use of only Facebook features or both Facebook and LinkedIn features.
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Leone, Julia Natalie. "Online Homework: an Assessment of Student Behavior." Thesis, The University of Arizona, 2014. http://hdl.handle.net/10150/323611.

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Nyland, Robert Scott. "Using Transaction-Level Data in Online Assessment." BYU ScholarsArchive, 2016. https://scholarsarchive.byu.edu/etd/6437.

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This article format dissertation explores the benefits of using detailed forms of assessment to enable feedback in educational contexts, and includes three separate, yet related articles. In the first article, I reviewed the current state of educational research in using online learning tools that collect detailed data regarding student learning. The article examined the type of data being collected, the way that these data are processed, and how the results are presented to instructors and students as feedback. In the second article, I describe a special case of these detailed forms of assessment in an Introduction to Microsoft Excel class, and look at the potential benefits of using transaction-level data to give feedback to instructors and students. This article provides empirical evidence for the difference between transaction-level data and final answer data in identifying student knowledge gaps and misconceptions. In the final article, I analyzed knowledge gaps and misconceptions identified in the Introduction to Microsoft Excel class by using additional student activity data (video watching and reading) to predict these knowledge gaps. This article serves as a case study for using data from integrated learning environments to provide feedback regarding student performance.
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McWhaw, Andrew. "Online Child Pornography Offenders and Risk Assessment: How Online Offenders Compare to Contact Offenders Using Common Risk Assessment Variables." Thèse, Université d'Ottawa / University of Ottawa, 2011. http://hdl.handle.net/10393/20193.

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The aim of this study was to compare online child pornography offenders and contact offenders along the predictive items of the Static-2002 actuarial risk assessment tool, as well as, several other items and scales predictive of recidivism. In addition, the study wished to determine if the Static-2002 was a well-equipped to assess online offenders. 120 subjects were assessed in this study, 53 online child pornography offenders, 53 child molesters, and 7 offenders who committed both a contact and online offense. The research identified a number of similarities between the two groups of offenders, including a finding that the two groups did not significantly differ in age. The most pronounced differences were found on the several measures of criminality used in the study where contact offenders scored significantly higher. The Static-2002 was found to not be well suited for use with online offenders as the tool had difficulty assessing their sexual deviancy.
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Widyanto, Laura Laurentia. "Internet addiction : assessment and online and offline selves." Thesis, Nottingham Trent University, 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.441485.

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Books on the topic "Online assessment"

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Steiner, Heinke, ed. Online-Assessment. Berlin, Heidelberg: Springer Berlin Heidelberg, 2009. http://dx.doi.org/10.1007/978-3-540-78919-2.

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Koç, Selma. Assessment in online and blended learning environments. Charlotte, NC: Information Age Publishing, 2015.

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1957-, Morgan Chris, ed. The student assessment handbook: New directions in traditional and online assessment. New York: RoutledgeFalmer, 2003.

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Glas, Cees A. W. Quality control of online calibration in computerized assessment. Newtown, Pa: Law School Admission Council, 2003.

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Hancock-Beaulieu, Micheline. Evaluation of online catalogues: An assessment of methods. London: British Library Board, 1990.

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Parhizkar, Tarannom, Ingrid B. Utne, and Jan-Erik Vinnem. Online Probabilistic Risk Assessment of Complex Marine Systems. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-88098-9.

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Wonorahardjo, Surjani, Sari Karmina, and Habiddin. Improving Assessment and Evaluation Strategies on Online Learning. London: Routledge, 2022. http://dx.doi.org/10.1201/9781003261346.

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Assessment and evaluation of time factors in online teaching and learning. Hershey, PA: Information Science Reference, 2014.

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RN, Sharon Jensen MN. Nursing Health Assessment Online. LWW, 2011.

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Kouzes, James M. LPI Online Self Assessment. Wiley & Sons, Incorporated, John, 2008.

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Book chapters on the topic "Online assessment"

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Rak, Thomas, and Christoph Nagler. "Online-Selbstcoaching." In Online-Assessment, 167–80. Berlin, Heidelberg: Springer Berlin Heidelberg, 2009. http://dx.doi.org/10.1007/978-3-540-78919-2_12.

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Geister, Susanne, and Daniela Rastetter. "Aktueller Stand zum Thema Online-Tests." In Online-Assessment, 3–16. Berlin, Heidelberg: Springer Berlin Heidelberg, 2009. http://dx.doi.org/10.1007/978-3-540-78919-2_1.

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Mönig, Heike, and Sabine Gröben. "Der Online-Postkorb als Bestandteil eines klassischen Assessment-Centers bei der Deutschen Bahn AG." In Online-Assessment, 141–57. Berlin, Heidelberg: Springer Berlin Heidelberg, 2009. http://dx.doi.org/10.1007/978-3-540-78919-2_10.

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Steiner, Heinke. "Einführung: Online-Tests in der Personalentwicklung." In Online-Assessment, 161–65. Berlin, Heidelberg: Springer Berlin Heidelberg, 2009. http://dx.doi.org/10.1007/978-3-540-78919-2_11.

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Irmler, Martin, and Sandra Eggelhöfer. "360-Grad-Feedback online bei einem großen Versicherungsunternehmen." In Online-Assessment, 181–94. Berlin, Heidelberg: Springer Berlin Heidelberg, 2009. http://dx.doi.org/10.1007/978-3-540-78919-2_13.

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Schirm, Heike. "Online-Tests in der Führungskräfteentwicklung der Bremer Landesbank." In Online-Assessment, 195–205. Berlin, Heidelberg: Springer Berlin Heidelberg, 2009. http://dx.doi.org/10.1007/978-3-540-78919-2_14.

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Steiner, Heinke. "Einführung: Weitere Einsatzbereiche von Online-Tests — Angebote für Privatkunden." In Online-Assessment, 209–12. Berlin, Heidelberg: Springer Berlin Heidelberg, 2009. http://dx.doi.org/10.1007/978-3-540-78919-2_15.

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Winkelmann, Susanne, and Ulla Britt Siebrecht. "Karriereberatung und der Einsatz eines Online-Tests." In Online-Assessment, 213–29. Berlin, Heidelberg: Springer Berlin Heidelberg, 2009. http://dx.doi.org/10.1007/978-3-540-78919-2_16.

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Spahr, Daniela, Adela Burkhardt, and Rahel Sahli. "Online-Potenzialanalyse als Service von Portalen am Beispiel des Schweizer Fernsehens." In Online-Assessment, 231–45. Berlin, Heidelberg: Springer Berlin Heidelberg, 2009. http://dx.doi.org/10.1007/978-3-540-78919-2_17.

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Krämer, Gesa. "Einsatz eines Online-Tests zur Erfassung interkultureller Kompetenz im Trainingsbereich." In Online-Assessment, 247–61. Berlin, Heidelberg: Springer Berlin Heidelberg, 2009. http://dx.doi.org/10.1007/978-3-540-78919-2_18.

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Conference papers on the topic "Online assessment"

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Farrell, Graham, and Vivienne Farrell. "Online assessment." In the 23rd Australian Computer-Human Interaction Conference. New York, New York, USA: ACM Press, 2011. http://dx.doi.org/10.1145/2071536.2071551.

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Woit, Denise, and David Mason. "Effectiveness of online assessment." In the 34th SIGCSE technical symposium. New York, New York, USA: ACM Press, 2003. http://dx.doi.org/10.1145/611892.611952.

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Venturelli, L., J. Kehoe, and D. Picovici. "Online Game Quality Assessment." In 25th IET Irish Signals & Systems Conference 2014 and 2014 China-Ireland International Conference on Information and Communities Technologies (ISSC 2014/CIICT 2014). Institution of Engineering and Technology, 2014. http://dx.doi.org/10.1049/cp.2014.0709.

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Kumar M, Uday, J. Mamatha, Sandesh Jain, and Dhanander K. Jain. "Intelligent online assessment methodology." In 2011 7th International Conference on Next Generation Web Services Practices (NWeSP). IEEE, 2011. http://dx.doi.org/10.1109/nwesp.2011.6088180.

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Muntz, Alexa L., Oluyinka Oyewumi, and Mark A. Evans. "ENVIRONMENTAL IMPACT ASSESSMENT OF LEAD LEGACY MINES." In GSA 2020 Connects Online. Geological Society of America, 2020. http://dx.doi.org/10.1130/abs/2020am-355260.

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Larson, Kyle P., Riccardo Graziani, Nicolas Piette-Lauzière, and Rüdiger Kilian. "PRACTICAL ASSESSMENT OF CRYSTALLOGRAPHIC PREFERRED ORIENTATION STRENGTH." In GSA 2020 Connects Online. Geological Society of America, 2020. http://dx.doi.org/10.1130/abs/2020am-356912.

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Crawford, Matthew, Hudson Koch, Jason Dortch, Ashton A. Killen, and William C. Haneberg. "LANDSLIDE-SUSCEPTIBILITY MAPPING AND RISK ASSESSMENT, EASTERN KENTUCKY." In GSA 2020 Connects Online. Geological Society of America, 2020. http://dx.doi.org/10.1130/abs/2020am-355833.

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Heldsinger, Sandy, and Stephen Humphry. "An innovative method for teachers to formatively assess writing online." In Research Conference 2022: Reimagining assessment. Australian Council for Educational Research, 2022. http://dx.doi.org/10.37517/978-1-74286-685-7-1.

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Assessment is an integral component of effective teaching and a teacher’s professional judgement influences all routine aspects of their work. In the last 20 years, there has been considerable work internationally to support teachers in using assessment to improve student learning. However, there is a pressing issue that impedes teacher professional judgement being exploited to its full potential. The issue relates to teacher assessments in the context of extended performances such as essays and arises from the complexity of obtaining reliable or consistent teacher assessments of students’ work. Literature published in the United States, England and Australia details evidence of low reliability and bias in teacher assessments. As a result, despite policymakers’ willingness to consider making greater use of teachers’ judgements in summative assessment, and thus provide for greater parity of esteem between teachers’ assessment and standardised testing, few gains have been made. While low reliability of scoring is a pressing issue in contexts where the data are used for summative purposes, it also an issue for formative assessment. Inaccurate assessment necessarily impedes the effectiveness of any follow-up activity, and hence the effectiveness of formative assessment. In this session, Dr Sandy Heldsinger and Dr Stephen Humphry will share their research of writing assessment and explain how their research has led to the development of an innovative assessment process that provides the advantages of rubrics, comparative judgements and automated marking with few of the disadvantages.
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Ying, Xu, Mu Lingling, and Zan Hongying. "Design of Online Automatic Assessment." In 2008 International Conference on Computer Science and Software Engineering. IEEE, 2008. http://dx.doi.org/10.1109/csse.2008.71.

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Hongxia, Li, Zhao Chengling, Jiang Zhihui, Zhao Gang, and Zhu Wenjuan. "Improving Online Peer Assessment Engagement." In IC4E 2020: 2020 the 11th International Conference on E-Education, E-Business, E-Management, and E-Learning. New York, NY, USA: ACM, 2020. http://dx.doi.org/10.1145/3377571.3377593.

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Reports on the topic "Online assessment"

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Barile, Lory. Using Excel to design an online statistics/ econometrics assessment. Bristol, UK: The Economics Network, July 2020. http://dx.doi.org/10.53593/n3313a.

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Petropoulou, Dimitra. Designing questions for online, open-book assessment (Video case study). Bristol, UK: The Economics Network, October 2020. http://dx.doi.org/10.53593/n3342a.

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Buitrago-García, Hilda Clarena. Teaching Dictionary Skills through Online Bilingual Dictionaries. Ediciones Universidad Cooperativa de Colombia, September 2022. http://dx.doi.org/10.16925/gcnc.23.

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This module, aimed at helping both English as a Foreign Language (EFL) teachers and their students, is the result of a qualitative, applied, transversal and constructivist research conducted with Open Lingua teachers. One of the objectives of said research was to establish the factors that favored and hindered the curriculum integration of open access bilingual dictionaries in that specific EFL context in order to design and implement some pedagogical and didactic initiatives that would foster the effective use of those lexical tools. The present module was a fundamental element within the series of proposals that arose along the research. Its main objective was to provide the teachers with the necessary conceptual knowledge and didactic strategies and resources to teach their students how to use that kind of online dictionary with higher degrees of ease, enjoyment, and efficiency, and, thus, to reduce the frequency of look up errors. This module offers a variety of digital resources, handouts, and hands-on and assessment activities that can greatly facilitate their job when teaching dictionary skills to their students.
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Hayashi, Ryotaro, and Norihiko Matsuda. COVID-19 Impact on Job Postings: Real-Time Assessment Using Bangladesh and Sri Lanka Online Job Portals. Asian Development Bank, May 2020. http://dx.doi.org/10.22617/brf200162-2.

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Roschelle, Jeremy, Britte Haugan Cheng, Nicola Hodkowski, Julie Neisler, and Lina Haldar. Evaluation of an Online Tutoring Program in Elementary Mathematics. Digital Promise, April 2020. http://dx.doi.org/10.51388/20.500.12265/94.

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Many students struggle with mathematics in late elementary school, particularly on the topic of fractions. In a best evidence syntheses of research on increasing achievement in elementary school mathematics, Pelligrini et al. (2018) highlighted tutoring as a way to help students. Online tutoring is attractive because costs may be lower and logistics easier than with face-to-face tutoring. Cignition developed an approach that combines online 1:1 tutoring with a fractions game, called FogStone Isle. The game provides students with additional learning opportunities and provides tutors with information that they can use to plan tutoring sessions. A randomized controlled trial investigated the research question: Do students who participate in online tutoring and a related mathematical game learn more about fractions than students who only have access to the game? Participants were 144 students from four schools, all serving low-income students with low prior mathematics achievement. In the Treatment condition, students received 20-25 minute tutoring sessions twice per week for an average of 18 sessions and also played the FogStone Isle game. In the Control condition, students had access to the game, but did not play it often. Control students did not receive tutoring. Students were randomly assigned to condition after being matched on pre-test scores. The same diagnostic assessment was used as a pre-test and as a post-test. The planned analysis looked for differences in gain scores ( post-test minus pre-test scores) between conditions. We conducted a t-test on the aggregate gain scores, comparing conditions; the results were statistically significant (t = 4.0545, df = 132.66, p-value < .001). To determine an effect size, we treated each site as a study in a meta-analysis. Using gain scores, the effect size was g=+.66. A more sophisticated treatment of the pooled standard deviation resulted in a corrected effect size of g=.46 with a 95% confidence interval of [+.23,+.70]. Students who received online tutoring and played the related Fog Stone Isle game learned more; our research found the approach to be efficacious. The Pelligrini et al. (2018) meta-analysis of elementary math tutoring programs found g = .26 and was based largely on face-to-face tutoring studies. Thus, this study compares favorably to prior research on face-to-face mathematics tutoring with elementary students. Limitations are discussed; in particular, this is an initial study of an intervention under development. Effects could increase or decrease as development continues and the program scales. Although this study was planned long before the current pandemic, results are particularly timely now that many students are at home under shelter-in-place orders due to COVID-19. The approach taken here is feasible for students at home, with tutors supporting them from a distance. It is also feasible in many other situations where equity could be addressed directly by supporting students via online tutors.
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Yang, Zhaoqing, Tarang Khangaonkar, and Taiping Wang. Assessment of Energy Removal Impacts on Physical Systems: Hydrodynamic Model Domain Expansion and Refinement, and Online Dissemination of Model Results. Office of Scientific and Technical Information (OSTI), August 2010. http://dx.doi.org/10.2172/992821.

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Daniels, Jacqulyn. The Impact of Online Professional Development on the Assessment Efficacy of Novice Itinerant Teachers of Students with Multiple Disabilities Including Visual Impairments. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.6284.

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Kharel, Arjun, Sudhir Shrestha, Sadikshya Bhattarai, Pauline Oosterhoff, and Karen Snyder. Assessment of Outreach and Engagement with Prospective Migrants by the Agencies Recruiting Labourers for Foreign Employment. Institute of Development Studies, May 2022. http://dx.doi.org/10.19088/ids.2022.037.

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This study was conducted to identify the gaps in policies and practices of labour recruitment in Nepal and assess the outreach and engagement of major formal labour intermediaries, private recruitment agencies (PRAs) and pre-departure orientation training (PDOT) centres, with migrant workers for providing information on human trafficking prior to departure. The study used data from interviews with the management of 15 PRAs and 10 PDOT centres, along with a review of online materials published by the sampled PRAs and PDOT centres and existing publications on labour migration from Nepal.
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Elasra, Amira. Using online quiz assessments. Bristol, UK: The Economics Network, February 2021. http://dx.doi.org/10.53593/n3378a.

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Trew, Sebastian, Daryl Higgins, Douglas Russell, Kerryann Walsh, and Maria Battaglia. Parent engagement and involvement in education for children and young people’s online, relationship, and sexual safety : A rapid evidence assessment and implications for child sexual abuse prevention education. Australian Catholic University, August 2021. http://dx.doi.org/10.24268/acu.8w9w4.

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[Excerpt] We recently conducted a rapid evidence review on educational programs that focus on child sexual abuse (CSA) prevention (Trew et al., 2021). In that review, we learned that child-focused CSA prevention education could be enhanced by looking at how to improve the parent engagement or involvement. We know from a previous review (Hunt & Walsh, 2011), that parents’ views about CSA prevention education are important. But further evidence is needed to develop concrete strategies for strengthening parent engagement in appropriate and effective ways. As identified in the above-mentioned review (Trew et al., 2021), prominent researchers in the CSA prevention field have noted that if prevention efforts are to be successful, it is imperative to include parents (Hunter, 2011; Mendelson & Letourneau, 2015; J. Rudolph & M.J. Zimmer-Gembeck, 2018; Wurtele & Kenny, 2012). This research focuses on two complementary aspects of parent engagement in CSA prevention: (i) parent participation in parent-focused CSA prevention (ii) parent participation in school-based or child-focused CSA prevention.
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