Russell G Almond
Biographic Data
| ID | 8903547 |
|---|---|
| NAME | Russell G Almond |
| GIVEN NAMES | Russell G |
| FAMILY NAME | Almond |
| SIGNATURE | ALMOND R G |
| AFFILIATIONS | Florida State University |
| ORCID | 0000-0002-8876-9337 |
| VERIFIED | Yes |
| TOTAL WORKS | 7 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 7 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2002 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
Stealth assessments in digital learning environments
Advances in cognitive psychology deepen our understanding of how students gain and use knowledge. Advances in technology make it possible to capture more complex performances in assessment settings
Validating game-based learning assessment of students’ computational thinking practices using Bayesian networks and machine-learning based detectors
Zoombinis is an award-winning digital game aligned with four computational thinking practices—problem decomposition, pattern recognition, abstraction, and algorithm design. The study manipulates two levels of scoring: Evidence identification (EI)—identifying outcomes from a single puzzle-level,—and evidence accumulation (EA)—summarizing observed outcomes across puzzles and levels. For three puzzles, machine learning detectors provide information …
Competency model development
Maximizing learning without sacrificing the fun
In this study, we investigated the validity of a stealth assessment of physics understanding in an educational game, as well as the effectiveness of different game‐level delivery methods and various in‐game supports on learning. Using a game called Physics Playground , we randomly assigned 263 ninth‐ to eleventh‐grade students into four groups: adaptive, linear, free choice and no‐treatment control. Each condition had access to the same in‐game l…
Assessing Fit of Cognitive Diagnostic Models A Case Study
A cognitive diagnostic model uses information from educational experts to describe the relationships between item performances and posited proficiencies. When the cognitive relationships can be described using a fully Bayesian model, Bayesian model checking procedures become available. Checking models tied to cognitive theory of the domains provides feedback to educators about the underlying cognitive theory. This article suggests a number of gra…
Focus Article
In educational assessment, we observe what students say, do, or make in a few particular circumstances and attempt to infer what they know, can do, or have accomplished more generally. A web of inference connects the two. Some connections depend on theories and experience concerning the targeted knowledge in the domain, how it is acquired, and the circumstances under which people bring their knowledge to bear. Other connections may depend on stat…
Design and analysis in task-based language assessment
In task-based language assessment (TBLA) language use is observed in settings that are more realistic and complex than in discrete skills assessments, and which typically require the integration of topical, social and/or pragmatic knowledge along with knowledge of the formal elements of language. But designing an assessment is not accomplished simply by determining the settings in which performance will be observed. TBLA raises questions of just …
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Design and analysis in task-based language assessment
In task-based language assessment (TBLA) language use is observed in settings that are more realistic and complex than in discrete skills assessments, and which typically require the integration of topical, social and/or pragmatic knowledge along with knowledge of the formal elements of language. But designing an assessment is not accomplished simply by determining the settings in which performance will be observed. TBLA raises questions of just …
Focus Article
In educational assessment, we observe what students say, do, or make in a few particular circumstances and attempt to infer what they know, can do, or have accomplished more generally. A web of inference connects the two. Some connections depend on theories and experience concerning the targeted knowledge in the domain, how it is acquired, and the circumstances under which people bring their knowledge to bear. Other connections may depend on stat…
Assessing Fit of Cognitive Diagnostic Models A Case Study
A cognitive diagnostic model uses information from educational experts to describe the relationships between item performances and posited proficiencies. When the cognitive relationships can be described using a fully Bayesian model, Bayesian model checking procedures become available. Checking models tied to cognitive theory of the domains provides feedback to educators about the underlying cognitive theory. This article suggests a number of gra…
Maximizing learning without sacrificing the fun
In this study, we investigated the validity of a stealth assessment of physics understanding in an educational game, as well as the effectiveness of different game‐level delivery methods and various in‐game supports on learning. Using a game called Physics Playground , we randomly assigned 263 ninth‐ to eleventh‐grade students into four groups: adaptive, linear, free choice and no‐treatment control. Each condition had access to the same in‐game l…
Competency model development
Stealth assessments in digital learning environments
Advances in cognitive psychology deepen our understanding of how students gain and use knowledge. Advances in technology make it possible to capture more complex performances in assessment settings
Validating game-based learning assessment of students’ computational thinking practices using Bayesian networks and machine-learning based detectors
Zoombinis is an award-winning digital game aligned with four computational thinking practices—problem decomposition, pattern recognition, abstraction, and algorithm design. The study manipulates two levels of scoring: Evidence identification (EI)—identifying outcomes from a single puzzle-level,—and evidence accumulation (EA)—summarizing observed outcomes across puzzles and levels. For three puzzles, machine learning detectors provide information …
Computer Science (5 works) · Psychology (4 works) · Intelligent Tutoring Systems and Adaptive Learning (3 works) · Mathematics education (3 works) · Artificial Intelligence (2 works) · Artificial Intelligence (2 works) · Bayesian Modeling and Causal Inference (2 works) · Bayesian probability (2 works) · Bayesian statistics (2 works) · Data science (2 works)