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AMSTUD Paper/references.bib

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+@inbook{Lamiell2018,
+  title = {Some Historical Perspective on the Marginalization of Qualitative Methods Within Mainstream Scientific Psychology},
+  ISBN = {9781351136426},
+  url = {http://dx.doi.org/10.4324/9781351136426-2},
+  DOI = {10.4324/9781351136426-2},
+  booktitle = {Situating Qualitative Methods in Psychological Science},
+  publisher = {Routledge},
+  author = {Lamiell,  James T.},
+  year = {2018},
+  month = jul,
+  pages = {11–26}
+}
+
+@online{McGrath2021_SATessay,
+  author       = {Steve McGrath},
+  title        = {College Board Updates on the SAT Essay and Subject Tests},
+  year         = {2021},
+  url          = {https://info.methodlearning.com/blog/college-board-updates-on-the-sat-essay-and-subject-tests},
+  note         = {Accessed: 2025-10-26},
+  organization = {Method Learning Blog}
+}
+
+@online{Semos2024_ACTwriting,
+  author       = {Kristina Semos},
+  title        = {What’s Staying the Same on the New ACT? (Pt 2)},
+  year         = {2024},
+  month        = sep,
+  url          = {https://www.ivyloungetestprep.com/blog/act-changes},
+  note         = {Accessed: 2025-10-26},
+  organization = {IVY Lounge Test Prep}
+}
+
+@article{KU200970,
+title = {Assessing students’ critical thinking performance: Urging for measurements using multi-response format},
+journal = {Thinking Skills and Creativity},
+volume = {4},
+number = {1},
+pages = {70-76},
+year = {2009},
+issn = {1871-1871},
+doi = {https://doi.org/10.1016/j.tsc.2009.02.001},
+url = {https://www.sciencedirect.com/science/article/pii/S1871187109000054},
+author = {Kelly Y.L. Ku},
+keywords = {Critical thinking, Assessment, Response format, Higher education, Thinking skills},
+abstract = {The current paper discusses ambiguities in critical thinking assessment. The paper first reviews the components of critical thinking. It then discusses the features and issues of commonly used critical thinking tests and to what extend they are made compatible to the conceptualization of critical thinking. The paper argues that critical thinking tests utilizing a single multiple-choice response format measures only recognition or level of knowledge, and do not adequately capture the dispositional characteristics of test-takers. Multiple-choice response format does not reveal test-takers’ underlying reasoning for choosing a particular answer, nor does it reflect test-takers’ ability to think critically under unprompted situations. Whereas measurement that allows for responses in both multiple-choice and open-ended format makes it possible to assess individuals’ spontaneous application of thinking skills on top of their ability to recognize a correct response. Assessment consists of multi-response format should be pursued for effective evaluation of students’ critical thinking performance.}
+}
+
+@article{Kamalov2023New,title={New Era of Artificial Intelligence in Education: Towards a Sustainable Multifaceted Revolution},author={Firuz Kamalov and David Santandreu Calonge and Ikhlaas Gurrib},journal={Sustainability},year={2023},doi={10.3390/su151612451}}
+
+@article{Liu2023Multiple-choice,title={Multiple-choice questions (MCQs) for higher-order cognition: Perspectives of university teachers},author={Qian Liu and Navé Wald and Chandima Daskon and T. Harland},journal={Innovations in Education and Teaching International},year={2023},volume={61},pages={802 - 814},doi={10.1080/14703297.2023.2222715}}
+
+@article{Kooloos2019The,
+title={The Effect of Passive and Active Education Methods Applied in Repetition Activities on the Retention of Anatomical Knowledge},
+author={J. Kooloos and Esther M. Bergman and Marieke A G P Scheffers and A. Schepens‐Franke and M. Vorstenbosch},
+journal={Anatomical Sciences Education},
+year={2019},
+volume={13},
+pages={458 - 466},
+doi={10.1002/ase.1924}
+}
+
+@article{WILBY20191164,
+title = {Reliability of narrative assessment data on communication skills in a summative OSCE},
+journal = {Patient Education and Counseling},
+volume = {102},
+number = {6},
+pages = {1164-1169},
+year = {2019},
+issn = {0738-3991},
+doi = {https://doi.org/10.1016/j.pec.2019.01.018},
+url = {https://www.sciencedirect.com/science/article/pii/S0738399118307493},
+author = {Kyle John Wilby and Marjan J.B. Govaerts and Diana H.J.M. Dolmans and Zubin Austin and Cees {van der Vleuten}},
+keywords = {Assessment, Communication, Medical education, Pharmacy education},
+abstract = {Objective
+To quantitatively estimate the reliability of narrative assessment data regarding student communication skills obtained from a summative OSCE and to compare reliability to that of communication scores obtained from direct observation.
+Methods
+Narrative comments and communication scores (scale 1–5) were obtained for 14 graduating pharmacy students across 6 summative OSCE stations with 2 assessors per station who directly observed student performance. Two assessors who had not observed the OSCE reviewed narratives and independently scored communication skills according to the same 5-point scale. Generalizability theory was used to estimate reliability. Correlation was used to evaluate the relationship between scores from each assessment method.
+Results
+A total of 168 narratives and communication scores were obtained. The G-coefficients were 0.571 for scores provided by assessors present during the OSCE and 0.612 for scores from assessors who provided scores based on narratives only. Correlation between the two sets of scores was 0.5.
+Conclusion
+Reliability of communication scores is not dependent on whether assessors directly observe student performance or assess written narratives, yet both conditions appear to measure communication skills somewhat differently.
+Practice implications
+Narratives may be useful for summative decision-making and help overcome the current limitations of using solely quantitative scores.}
+}
+
+@article{Wilby2019Discriminating,
+title={Discriminating Features of Narrative Evaluations of Communication Skills During an OSCE},
+author={K. Wilby and M. Govaerts and Z. Austin and D. Dolmans},
+journal={Teaching and Learning in Medicine},
+year={2019},
+volume={31},
+pages={298 - 306},
+doi={10.1080/10401334.2018.1529570}
+}
+
+@article{Hamzah2022Systematic,title={Systematic Literature Review on the Elements of Metacognition-Based Higher Order Thinking Skills (HOTS) Teaching and Learning Modules},author={Hainora Hamzah and M. I. Hamzah and Hafizhah Zulkifli},journal={Sustainability},year={2022},doi={10.3390/su14020813}}
+
+@article{Lo2021Assessing,
+title={Assessing content knowledge through L2: mediating role of language of testing on students’ performance},
+author={Y. Lo and D. Fung and Xuyan Qiu},
+journal={Journal of Multilingual and Multicultural Development},
+year={2021},
+volume={44},
+pages={1013 - 1028},
+doi={10.1080/01434632.2020.1854274}
+}
+@article{Redó2021Dimensions,
+title={Dimensions of Creativity in Secondary School High-Ability Students},
+author={Núria Arís Redó and María Ángeles Millán Gutiérrez and José-Diego Vargas Cano},
+journal={European Journal of Investigation in Health, Psychology and Education},
+year={2021},
+volume={11},
+pages={953 - 961},
+doi={10.3390/ejihpe11030070}
+}
+
+@article{Boer2010Sustainability,title={Sustainability of teacher expectation bias effects on long-term student performance.},author={H. Boer and R. Bosker and M. Werf},journal={Journal of Educational Psychology},year={2010},volume={102},pages={168-179},doi={10.1037/a0017289}}
+
+@article{Bullock2019In,
+title={In Pursuit of Honors: A Multi-Institutional Study of Students' Perceptions of Clerkship Evaluation and Grading.},
+author={Justin L. Bullock and Cindy J. Lai and T. Lockspeiser and P. O’Sullivan and P. Aronowitz and Deborah Dellmore and C. Fung and Christopher Knight and K. Hauer},
+journal={Academic medicine : journal of the Association of American Medical Colleges},
+year={2019},
+doi={10.1097/acm.0000000000002905}
+}
+
+@article{LOPERAOQUENDO2024101992,
+title = {Rating writing: Comparison of holistic and analytic grading approaches in pre-service teachers},
+journal = {Learning and Instruction},
+volume = {94},
+pages = {101992},
+year = {2024},
+issn = {0959-4752},
+doi = {https://doi.org/10.1016/j.learninstruc.2024.101992},
+url = {https://www.sciencedirect.com/science/article/pii/S0959475224001191},
+author = {Carolina Lopera-Oquendo and Anastasiya A. Lipnevich and Ignacio Mañez},
+keywords = {Grades, Pre-service teachers, Holistic scoring, Analytic scoring, Rubrics},
+}
+
+@article {Gil-Hernández_2024,
+author = {Carlos J. Gil-Hernández and Irene Pañeda-Fernández and Leire Salazar and Jonatan Castaño Muñoz },
+title = {Teacher Bias in Assessments by Student Ascribed Status: A Factorial Experiment on Discrimination in Education},
+journal = {Sociological Science},
+volume = {11},
+number = {27},
+issn = {2330-6696},
+url = {http://dx.doi.org/10.15195/v11.a27},
+doi = {10.15195/v11.a27},
+pages = {743--776},
+year = {2024},
+}