Sylvia Vitello
Biographic Data
| ID | 1666181 |
|---|---|
| NAME | Sylvia Vitello |
| GIVEN NAMES | Sylvia |
| FAMILY NAME | Vitello |
| SIGNATURE | VITELLO S |
| AFFILIATIONS | Cambridge Assessment Cambridge UK |
| ORCID | 0000-0002-9495-9460 |
| VERIFIED | Yes |
| TOTAL WORKS | 5 |
| TOTAL CITATIONS | 8 |
| WORKS AS AUTHOR | 5 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2015 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 2 |
Effects of LLM use and note-taking on reading comprehension and memory
Students' rapid uptake of Generative Artificial Intelligence tools, particularly large language models (LLMs), raises urgent questions about their effects on learning. We compared the impact of LLM use to that of traditional note-taking, or a combination of both, on secondary school students' reading comprehension and retention. We conducted a pre-registered, randomised controlled experiment with within- and between-participant design elements in…
What is a holistic judgement, anyway
Holistic judgement is an appealing approach for many assessment contexts due to its perceived simplicity and efficiency. However, it has been somewhat under-explored conceptually. Drawing on examples from assessment contexts including vocational performance, comparative judgement and the use of holistic judgement in teacher assessment for high stakes grading, we explicate a three-part definition of what holistic judgement constitutes. Holistic ju…
Progression to post-16 education in England
In 2010, the Department for Education in England decided to reform the vocational qualifications offered in secondary education (i.e., for 14–18 year olds) in order to increase their rigour and status. They set out new criteria that vocational qualifications needed to meet, which changed their nature in fundamental ways (e.g., content, assessment structure, grading and progression requirements). At a time when the reforms to vocational qualificat…
Which tier? Effects of linear assessment and student characteristics on GCSE entry decisions
In England, students obtain General Certificate of Secondary Education ( GCSE ) qualifications, typically at age 16. Certain GCSE s are tiered; students take either higher‐level (higher tier) or lower‐level (foundation tier) exams, which may have different educational, career and psychological consequences. In particular, foundation tier entry, if inappropriate, risks capping students' achievement because of the restricted range of attainable gra…
Resolving Semantic Ambiguities in Sentences
Functional MRI studies of how the brain processes sentences containing semantically ambiguous words have consistently implicated (i) the left inferior frontal gyrus (LIFG) and (ii) posterior regions of the left temporal lobe in processing high-ambiguity sentences. This article reviews recent findings on this topic and relates them to (i) psycholinguistic theories about the underlying cognitive processes and (ii) general neuro-cognitive accounts o…
Which tier? Effects of linear assessment and student characteristics on GCSE entry decisions
In England, students obtain General Certificate of Secondary Education ( GCSE ) qualifications, typically at age 16. Certain GCSE s are tiered; students take either higher‐level (higher tier) or lower‐level (foundation tier) exams, which may have different educational, career and psychological consequences. In particular, foundation tier entry, if inappropriate, risks capping students' achievement because of the restricted range of attainable gra…
Progression to post-16 education in England
In 2010, the Department for Education in England decided to reform the vocational qualifications offered in secondary education (i.e., for 14–18 year olds) in order to increase their rigour and status. They set out new criteria that vocational qualifications needed to meet, which changed their nature in fundamental ways (e.g., content, assessment structure, grading and progression requirements). At a time when the reforms to vocational qualificat…
Resolving Semantic Ambiguities in Sentences
Functional MRI studies of how the brain processes sentences containing semantically ambiguous words have consistently implicated (i) the left inferior frontal gyrus (LIFG) and (ii) posterior regions of the left temporal lobe in processing high-ambiguity sentences. This article reviews recent findings on this topic and relates them to (i) psycholinguistic theories about the underlying cognitive processes and (ii) general neuro-cognitive accounts o…
Resolving Semantic Ambiguities in Sentences
Functional MRI studies of how the brain processes sentences containing semantically ambiguous words have consistently implicated (i) the left inferior frontal gyrus (LIFG) and (ii) posterior regions of the left temporal lobe in processing high-ambiguity sentences. This article reviews recent findings on this topic and relates them to (i) psycholinguistic theories about the underlying cognitive processes and (ii) general neuro-cognitive accounts o…
Which tier? Effects of linear assessment and student characteristics on GCSE entry decisions
In England, students obtain General Certificate of Secondary Education ( GCSE ) qualifications, typically at age 16. Certain GCSE s are tiered; students take either higher‐level (higher tier) or lower‐level (foundation tier) exams, which may have different educational, career and psychological consequences. In particular, foundation tier entry, if inappropriate, risks capping students' achievement because of the restricted range of attainable gra…
Progression to post-16 education in England
In 2010, the Department for Education in England decided to reform the vocational qualifications offered in secondary education (i.e., for 14–18 year olds) in order to increase their rigour and status. They set out new criteria that vocational qualifications needed to meet, which changed their nature in fundamental ways (e.g., content, assessment structure, grading and progression requirements). At a time when the reforms to vocational qualificat…
What is a holistic judgement, anyway
Holistic judgement is an appealing approach for many assessment contexts due to its perceived simplicity and efficiency. However, it has been somewhat under-explored conceptually. Drawing on examples from assessment contexts including vocational performance, comparative judgement and the use of holistic judgement in teacher assessment for high stakes grading, we explicate a three-part definition of what holistic judgement constitutes. Holistic ju…
Effects of LLM use and note-taking on reading comprehension and memory
Students' rapid uptake of Generative Artificial Intelligence tools, particularly large language models (LLMs), raises urgent questions about their effects on learning. We compared the impact of LLM use to that of traditional note-taking, or a combination of both, on secondary school students' reading comprehension and retention. We conducted a pre-registered, randomised controlled experiment with within- and between-participant design elements in…
Psychology (4 works) · Computer Science (3 works) · Cognition (2 works) · Comprehension (2 works) · Engineering (2 works) · Grading (engineering (2 works) · Mathematics education (2 works) · Political science (2 works) · Reading and Literacy Development (2 works) · Advanced Causal Inference Techniques (1 work)