Lyndon Lim
Biographic Data
| ID | 7183554 |
|---|---|
| NAME | Lyndon Lim |
| GIVEN NAMES | Lyndon |
| FAMILY NAME | Lim |
| SIGNATURE | LIM L |
| AFFILIATIONS | Singapore University of Social Sciences |
| VERIFIED | No |
| TOTAL WORKS | 7 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 7 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2021 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 0 |
The validation of a measure to identify academic English skills that matter for tertiary education
Since students’ academic English levels have been well researched to positively influence students’ academic success in English-medium universities, it has been the common practice for these universities to provide general English for academic purposes (EAP) support for linguistically weaker students. However, there is a lack of understanding in the importance of different EAP skills as perceived by instructors, and this might hinder the quality …
Generative Artificial Intelligence in Tertiary Education
The emergence of generative artificial intelligence (AI) such as ChatGPT has sparked significant assessment concerns within tertiary education. Assessment concerns have largely revolved around academic integrity issues among students, such as plagiarism and cheating. Nonetheless, it is also critical to consider that generative AI models trained on information retrieved from the Internet could produce biased and discriminatory outputs, and halluci…
Validating and applying an adapted OSLQ to examine adult learners’ online self-regulation
This study adapted and validated Barnard’s Online Self-Regulated Learning Questionnaire (OSLQ) to assess adult learners’ (n = 1302) online self-regulation, and examined its relation with attitude towards online learning and perceived online learning satisfaction. It was found that age and employment status were important demographic factors influencing adult learners’ online self-regulation. Specifically, middle- and late-career learners perceive…
Development and Preliminary Validation of the Moral Reasoning Questionnaire for Secondary School Students
Moral reasoning is a key element of the Singapore Ministry of Education’s Character and Citizenship Education curriculum, and educators in Singapore are currently encouraged to facilitate growth in students’ moral reasoning based on the Stages of Moral Development established by Lawrence Kohlberg. To monitor students’ progress in this area, however, a validated test of moral reasoning is needed. A review of existing moral reasoning assessments in…
Validation of the Moral Reasoning Questionnaire against Rasch Measurement Theory
To support teachers in facilitating students’ moral reasoning development as specified within the Singapore Ministry of Education Character and Citizenship Education curriculum, the Moral Reasoning Questionnaire (MRQ) was developed and underwent preliminary validation. Based upon expert reviews, cognitive interviews and a classical test theory-based factor analytic approach, the development and preliminary validation found evidence (i.e., content…
Validation of the Mental Health Changes Indicators Scale against Rasch measurement theory
The Mental Health Changes Indicators Scale (MHCIS) is a brief instrument designed to assess changes in an individual's mental health that occur in response to a specific life event. Although adequate psychometric properties have been demonstrated for this instrument based on classical test theory, the MHCIS has not yet been validated against Rasch measurement theory (RMT). We applied RMT to examine the psychometric properties of the MHCIS using d…
Targeting student learning needs
This article outlines the development and preliminary validation of the Learning Needs Questionnaire (LNQ). The LNQ is intended to provide information for optimising resources in establishing targeted academic support structures within institutions of higher learning with a focus on teaching. Owing in part to the lack of an instrument applicable to teaching universities with a diverse student population in Singapore, the LNQ sought to measure and…
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Targeting student learning needs
This article outlines the development and preliminary validation of the Learning Needs Questionnaire (LNQ). The LNQ is intended to provide information for optimising resources in establishing targeted academic support structures within institutions of higher learning with a focus on teaching. Owing in part to the lack of an instrument applicable to teaching universities with a diverse student population in Singapore, the LNQ sought to measure and…
Development and Preliminary Validation of the Moral Reasoning Questionnaire for Secondary School Students
Moral reasoning is a key element of the Singapore Ministry of Education’s Character and Citizenship Education curriculum, and educators in Singapore are currently encouraged to facilitate growth in students’ moral reasoning based on the Stages of Moral Development established by Lawrence Kohlberg. To monitor students’ progress in this area, however, a validated test of moral reasoning is needed. A review of existing moral reasoning assessments in…
Validation of the Moral Reasoning Questionnaire against Rasch Measurement Theory
To support teachers in facilitating students’ moral reasoning development as specified within the Singapore Ministry of Education Character and Citizenship Education curriculum, the Moral Reasoning Questionnaire (MRQ) was developed and underwent preliminary validation. Based upon expert reviews, cognitive interviews and a classical test theory-based factor analytic approach, the development and preliminary validation found evidence (i.e., content…
Validation of the Mental Health Changes Indicators Scale against Rasch measurement theory
The Mental Health Changes Indicators Scale (MHCIS) is a brief instrument designed to assess changes in an individual's mental health that occur in response to a specific life event. Although adequate psychometric properties have been demonstrated for this instrument based on classical test theory, the MHCIS has not yet been validated against Rasch measurement theory (RMT). We applied RMT to examine the psychometric properties of the MHCIS using d…
Validating and applying an adapted OSLQ to examine adult learners’ online self-regulation
This study adapted and validated Barnard’s Online Self-Regulated Learning Questionnaire (OSLQ) to assess adult learners’ (n = 1302) online self-regulation, and examined its relation with attitude towards online learning and perceived online learning satisfaction. It was found that age and employment status were important demographic factors influencing adult learners’ online self-regulation. Specifically, middle- and late-career learners perceive…
Generative Artificial Intelligence in Tertiary Education
The emergence of generative artificial intelligence (AI) such as ChatGPT has sparked significant assessment concerns within tertiary education. Assessment concerns have largely revolved around academic integrity issues among students, such as plagiarism and cheating. Nonetheless, it is also critical to consider that generative AI models trained on information retrieved from the Internet could produce biased and discriminatory outputs, and halluci…
The validation of a measure to identify academic English skills that matter for tertiary education
Since students’ academic English levels have been well researched to positively influence students’ academic success in English-medium universities, it has been the common practice for these universities to provide general English for academic purposes (EAP) support for linguistically weaker students. However, there is a lack of understanding in the importance of different EAP skills as perceived by instructors, and this might hinder the quality …
Psychology (7 works) · Mathematics education (5 works) · Computer Science (4 works) · Applied Psychology (3 works) · Medical education (3 works) · Medicine (3 works) · Psychometrics (3 works) · Social Psychology (3 works) · Classical test theory (2 works) · Clinical Psychology (2 works)