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Open research questions in Educational and Psychological Assessments

344 gap statements mined from Educational and Psychological Assessments papers in our 7.9M-paper local library, which holds 2,235 papers on the topic — drawn mostly from each paper's own stated research gap, future-work, challenge and limitation notes, and its abstract. The ones listed below are a selection still marked open; each names the study that raised it, with a DOI link where the paper has one.

Choosing where to publish on Educational and Psychological Assessments? See the ranked Psychology journals.

What the literature leaves open

  • The lack of the Human variable in the original STEAM model. The need for interdisciplinary learning in higher education. The limitations of the original STEAM model in addressing the complexities of industrial design.

    Redefining STEAM to STEAM ∀H (STEAM for All Humanity) in Higher Education · 2024 · DOI

  • A lack of performance-based assessment tools designed to assess collaboration skills. The need for developing pre-post experimental assessment tools to enhance the cultivation of collaboration skills.

    Collaboration Skills and Puzzles: Development of a Performance-Based Assessment—Results from 12 Primary Schools in Greece · 2024 · DOI

  • Future directions include evaluating the DA's predictive validity evidence and classification accuracy with a large student sample and norm-referenced standardized measures, addressing the limitation of the current study using school-identified disability classification as a criterion measure.

    Development and Validation of Kindergarten Dynamic Assessments of Early Reading and Language · 2025 · DOI

  • There is a need to explore the age differences and predictive variables of deductive reasoning skills in young Hungarian children. The relationship between children's background characteristics and their deductive reasoning skills development is not well understood.

    Deductive Reasoning Skills in Children Aged 4–8 Years Old · 2024 · DOI

  • Further studies can investigate the long-term effects of the Buddy System combined with explicit instruction on learners’ mathematics achievement. Future research can explore the effectiveness of the Buddy System in other subjects and grade levels.

    Effectiveness of Buddy System and Explicit Instruction in Improving Grade 9 Students’ Mathematics Achievement · 2026 · DOI

  • Traditional screening tools are static and may not accurately identify children at risk. The DA of decoding requires further research to establish its validity and reliability. The study was affected by COVID-19 restrictions and significant school disruption.

    Predicting reading outcomes in school starters using a computer assisted dynamic assessment of decoding · 2026 · DOI

  • Traditional screening tools are static and may not accurately identify children at risk. There is a need for alternative approaches to screening for reading difficulties.

    Predicting reading outcomes in school starters using a computer assisted dynamic assessment of decoding · 2026 · DOI

  • Small sample sizes are susceptible to variation by random chance, leading to findings that may not be representative of the larger population and reducing the ability to detect true effects. Generalizability to government schools in rural areas, where infrastructure, teacher training, and student-teacher ratios are significantly worse, remains uncertain.

    A multi-method cognitive and observation assessment model for identifying learning needs in Indian inclusive classrooms · 2026 · DOI

  • Learning-based cognitive control (CC) - the ability to implicitly adapt control based on contextual regularities - has been studied in young, typically developing children, yet its developmental trajectory remains underexplored.

    Learning-based cognitive control: developmental trajectories in children aged 5- to 14- years · 2026 · DOI

  • This conceptual conflict essentially represents a lack of “developmental assessment awareness” among teachers, making it difficult for them to understand the assessment value of implicit learning in games.

    Challenges and Development Paths for Teachers’ Assessment Literacy in Game-Based Learning · 2026 · DOI

  • There is a lack of comprehensive, multi-domain developmental assessment and intervention for slow learners. Prior work has highlighted the importance of considering the interaction of biological, psychological, and social factors in the development of slow learners.

    Profil Perkembangan Multidomain Anak Slow Learner · 2026 · DOI

  • The study had a small sample size of 20 students in the small-scale trial. The study had a limited number of participating schools. The study did not compare the IL-DL model to other existing models.

    Development of an Integrated Inquiry Learning Model Using a Deep Learning Approach in Elementary School · 2026 · DOI

  • Further studies can be conducted to compare the IL-DL model to other existing models. Further studies can be conducted to test the effectiveness of the IL-DL model in different contexts. Further studies can be conducted to develop more advanced models that can improve cognitive learning outcomes.

    Development of an Integrated Inquiry Learning Model Using a Deep Learning Approach in Elementary School · 2026 · DOI

  • The lack of specialized curriculum models for dyslexic students. The fragmentation of instructional practices for dyslexic students. The need for a structured and adaptive framework for curriculum design.

    A FUZZY DELPHI APPROACH TO EVALUATING LANGUAGE CURRICULUM MODELS FOR DYSLEXIA · 2026 · DOI

  • Individual differences between learners may affect the testing effect. Learners with disabilities may face challenges in benefiting from the testing effect. The paper highlights the need for tailored interventions to support learners with disabilities.

    Trends in testing effect research: from lab to classroom, but not yet for all learners · 2026 · DOI

  • The paper acknowledges that the analysis is limited to journal publications and may not capture other relevant research. The paper also notes that the majority of research on the testing effect considers the effect at the group level, potentially obscuring individual differences.

    Trends in testing effect research: from lab to classroom, but not yet for all learners · 2026 · DOI

  • The study identifies the challenge of recognizing diverse forms of giftedness and supporting students' socio-emotional needs. The review highlights the challenge of providing equitable and research-informed practices for gifted students. The study also identifies the challenge of addressing the persistent gap between policy rhetoric and classroom practice.

    Gifted but Misunderstood? An Interpretive Systematic Review of Gifted Education Policy, Practice, and Socio-Emotional Experience in England · 2026 · DOI

  • Despite international findings that around 8% of children begin school with a condition marked by low levels of language proficiency in the absence of biomedical conditions, known as developmental language disorder (DLD), little is known about how their socio-emotional needs can be met.

    Designing a cognitive behavioural programme adapted to meet the socio-emotional needs of children with developmental language disorder · 2026 · DOI

  • The lack of proactive and dialogic approaches to feedback in AI-based educational systems, - The need for a more nuanced understanding of how AI can mediate feedback that stimulates deeper cognitive engagement, - The gap between information accessibility and meaningful understanding in AI-driven learning tools.

    AI-Generated Dialogic Feedback: Designing a Pedagogical Chatbot Grounded in Literacy Resilience Principles · 2026 · DOI

  • The lack of standardized test questions for dynamic assessment. The need for a method to identify learner's proficiency and learning potential in dynamic assessment design. The challenge of calibrating the difficulty level of tasks and the explicitness of prompts to align with students' zone of proximal development.

    AI-assisted dynamic assessment design in lexical inference and reading comprehension · 2026 · DOI

  • The study was conducted with a limited sample of 279 Swiss schoolchildren. The study only examined the effects of the FALT on figural analogy items. The study did not investigate the long-term effects of the FALT.

    Differential Effects of Social and Digital Feedback Interventions in the Figural Analogies Learning Test (FALT) · 2026 · DOI

  • The selection of participants was limited to two intact classes within one school. The study posed no anticipated risks. The duration of participant involvement was seven weeks.

    Effectiveness of Buddy System and Explicit Instruction in Improving Grade 9 Students’ Mathematics Achievement · 2026 · DOI

  • The research was limited by the fact that all participants were male, which may not be representative of the female phenotype in ASD. The study had to address the issue of ensuring high consistency in the administration of assessments across different measurement points.

    Sensory Processing Profiles and Learning Potential in Autism: A Longitudinal Study of Cognitive Development in Preschoolers · 2026 · DOI

  • The study was conducted in a limited number of schools, - The study was conducted over a period of 7 months, - The average interval between the test and retest phases was 23…

    Collaboration Skills and Puzzles: Development of a Performance-Based Assessment—Results from 12 Primary Schools in Greece · 2024 · DOI

  • The findings are limited to male participants - The sample size is relatively small (n = 44) - Female phenotypes in ASD often involve different sensory reactivity and social camouflage strategies, which are not accounted…

    Sensory Processing Profiles and Learning Potential in Autism: A Longitudinal Study of Cognitive Development in Preschoolers · 2026 · DOI

Most-cited papers in Educational and Psychological Assessments

Most recent work

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This page shows what the Educational and Psychological Assessments literature already flags as unresolved. To narrow it to your specific question, search the Research Gap Finder: the search is free with a free account and lists the papers closest to your topic first. Unlocking that topic (50 credits, charged once) fills the comparison table from our 7.9M-paper local library and writes the gaps from its rows.

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Open questions raised by papers listed on this page include: (1) Future research can explore the effectiveness of the Buddy System in other subjects and grade levels (“Effectiveness of Buddy System and Explicit Instruction in Improving Grade 9…”, 2026); (2) There is a need for alternative approaches to screening for reading difficulties (“Predicting reading outcomes in school starters using a computer assisted…”, 2026); (3) Learning-based cognitive control (CC) - the ability to implicitly adapt control based on contextual regularities - has been studied in young, typically developing children, yet its developmental trajectory remains underexplored (“Learning-based cognitive control: developmental trajectories in children aged…”, 2026); (4) This conceptual conflict essentially represents a lack of “developmental assessment awareness” among teachers, making it difficult for them to understand the assessment value of implicit learning in games (“Challenges and Development Paths for Teachers’ Assessment Literacy in…”, 2026); (5) There is a lack of comprehensive, multi-domain developmental assessment and intervention for slow learners (“Profil Perkembangan Multidomain Anak Slow Learner”, 2026). 344 gap statements have been mined from Educational and Psychological Assessments papers in our 7.9M-paper local library, which holds 2,235 papers on the topic; the gaps come from whichever of those papers state one. They are mostly the research gaps the authors state and the papers' abstracts, plus future-work, limitations and challenges passages. The ones listed below are a selection still marked open; each names the study that raised it, with a DOI link where the paper has one, so you can read the original claim in context.

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