Ou Lydia Liu

TL;DR: In this article, the authors found that students' self-report motivation significantly predicted test scores and a substantial performance gap emerged between students in different motivational conditions (effect size as large as.68).

TL;DR: In this paper, the authors provide a comprehensive review of critical thinking assessment by major frameworks in higher education and the workforce, existing assessments and their psychometric qualities, and challenges surrounding the design, implementation, and use of Critical thinking assessment.

TL;DR: The authors investigated how student understanding of complex science topics was impacted when 27 teachers switched from typical to inquiry instruction in a delayed cohort comparison design study, and found significant main effects of inquiry instruction and teaching context as well as significant interaction effects between instruction and science course and between teaching context on student knowledge integration.

TL;DR: This article used a construct-based assessment approach to measure learning progression of energy concepts across physical, life, and earth science contexts in middle school grades, and found that conservation items are associated with the highest knowledge integration levels, followed by transformation and source items.

TL;DR: In this article, the authors present the development of a latent construct called knowledge integration as an effective measure of science inquiry, which asks students to link, distinguish, evaluate, and organize their ideas about complex scientific topics.