|Editors:||April Zenisky, University of Massachusetts Amherst|
|Lisa Keller, University of Massachusetts Amherst|
Practical Assessment, Research, and Evaluation is an on-line journal providing access to refereed articles that can have a positive impact on assessment, research, and evaluation. Manuscripts published in PARE are scholarly syntheses of research and ideas about methodological issues and practices. PARE is intended to help members of the community keep up-to-date with effective methods, trends, and research developments from a variety of settings.
PARE is also committed to highlighting research that focuses on equity in assessment and measurement. To that end, we encourage the submission of manuscripts that address issues of equity and fairness – particularly articles that focuses on the assessment experiences and outcomes for historically marginalized populations.
See About This Journal for complete coverage of the journal.
Current Volume: Volume 26 (2021)
Graduate Training in Educational Measurement and Psychometrics: A Curriculum Review of Graduate Programs in the U.S.
Jennifer Randall, Joseph A. Rios, and Hyun Joo Jung
The Mutual Assessment System in Teamwork: The Value of the Individual Grade
Sandra Vázquez Toledo, Cecilia Latorre Cosculluela, Marta Liesa Orús, and Pilar Rivera-Torres
Beyond p-values: Using Bayesian Data Analysis in Science Education Research
Marcus Kubsch, Insa Stamer, Mara Steiner, Knut Neumann, and Ilka Parchmann
Mind Mapping as a Pragmatic Solution for Evaluation: A Critical Reflection through Two Case Studies
Elbina Avdagic, Fiona May, Tom McClean, Fiona Shackleton, Catherine Wade, and Karen Healy
Reliability Generalization Analysis of the Core Self-Evaluations Scale
Jisoo Ock, Samuel T. McAbee, Seydahmet Ercan, Amy Shaw, and Frederick L. Oswald
Do Loss Aversion and the Ownership Effect Bias Content Validation Procedures?
Vanessa Svihla and Amber Gallup
Flipping the Feedback: Formative Assessment in a Flipped Freshman Circuits Class
Donna H. Ziegenfuss and Cynthia M. Furse
Evaluations in Institutions of Higher Education in Africa: The Case of the University of Eswatini
Enongene M. Sone and Olutoba G. Oluwasuji
Rasch Measurement v. Item Response Theory: Knowing When to Cross the Line
Steven E. Stemler and Adam Naples
Evaluating parent comprehension of measurement error information presented in score reports
Priya Kannan, Diego Zapata-Rivera, and Andrew D. Bryant
Count Data Regression Analysis: Concepts, Overdispersion Detection, Zero-inflation Identification, and Applications with R
Luiz Paulo Fávero, Rafael de Freitas Souza, Patrícia Belfiore, Hamilton Luiz Corrêa, and Michel F. C. Haddad
Eight issues to consider when developing animated videos for the assessment of complex constructs
Anastasios Karakolidis, Darina Scully, and Michael O'Leary
Variability In The Accuracy Of Self-Assessments Among Low, Moderate, And High Performing Students In University Education
Samuel Parra León, Antonio Pantoja Vallejo, and James Byron Nelson
Feedback is a gift: Do Video-enhanced rubrics result in providing better peer feedback than textual rubrics?
Kevin Ackermans, Ellen Rusman, Rob Nadolski, Saskia Brand-Gruwel, and Marcus Specht
Is it suitable to use the same categorization in rating scales when applied to students with distinctive levels of achievement?
Mutasem M. Akour, Hind Hammouri, Saed Sabah, and Hassan Alomari
The 5-dimensional model: A tangible framework for differentiation
Anssi Roiha and Jerker Polso
An Intersectional Approach to Differential Item Functioning: Reflecting Configurations of Inequality
Michael Russell and Larry Kaplan