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Open research questions in Educational and Psychological Assessments

334 unresolved questions extracted from the limitations and future-work sections of 2,136 Educational and Psychological Assessments papers in our library. Each links back to the study that raised it.

What the literature leaves open

  • The mechanisms through which formative assessment affects student achievement are multifaceted and require further investigation. There is still some controversy regarding how formative assessment affects student academic achievement, particularly concerning potential mediating or moderating factors.

    The influence of formative assessment on academic performance: exploring the role of teachers’ emotional support · 2025 · DOI

  • Investigate the relationship between cognitive control and metacognition in different populations, - Examine the effects of interventions aimed at improving cognitive flexibility and metacognitive regulation on academic achievement, - Explore the neural mechanisms underlying the relationship between cognitive control and metacognition

    Cognitive control and metacognitive awareness: do they shape academic achievement in university students? · 2025 · DOI

  • The relationship between cognitive control and metacognition remains understudied. Most studies have focused on school-age children, and the relationship between cognitive control and metacognition in university students is not well understood. The current study seeks to address this gap by examining the relationship between cognitive control, metacognition, and academic achievement in university students.

    Cognitive control and metacognitive awareness: do they shape academic achievement in university students? · 2025 · DOI

  • However, limited research exists on the views of Educational Psychologists and teachers supporting children with SEN in the IM sector.

    Exploring the views and experiences of Educational Psychologists and school staff supporting children with special educational needs in Irish-Medium education in Northern Ireland · 2026 · DOI

  • Inclusion in foreign language learning (FLL) remains under-explored, particularly for autistic pupils whose social and communication differences may make participation challenging.

    Autistic pupils’ experiences of foreign language learning: an interpretative phenomenological study · 2026 · DOI

  • Regres- sion discrepancy analysis is limited by the validity and reliability of the tests employed for assessment, intercorrelations between the tests, the unreliability of the calculated discrepancy and &dquo;the

    Identifying Learning Disabled Children: an Analysis of Some Measurement Problems · 1987 · DOI

  • Similar structures or processes of reasoning were also revealed but further study of the similar-structure hypothesis is needed.

    Some implications of a study of the developmental‐difference controversy for education · 1987 · 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

  • 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

  • The lack of trained educators in Indian education. The shortage of resources and infrastructure in Indian schools. The need for a model that can accommodate diverse learning needs.

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

  • The study had a small sample size of 23 participants. The study was limited to English-medium schools in India. The study did not account for potential biases in teacher-reported academic or behavioural concerns.

    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

  • 1.1. Conceptual conflict: The dilemma of dual opposition between games and assessment International research consistently indicates that project-based learning (PBL) demands a paradigm shift in teachers’ assessment concepts, transitioning from skill quantification to literacy development. Traditional assessment focuses on standardized measurement of discrete skills such as literacy and mathematics, whereas in PBL contexts, teachers need the ability to assess children’s comprehensive literacy, including cognitive construction, social interaction, and symbolic representation. Studies have found that over half of teachers still employ exit assessments, extracting children from games for individual testing, reflecting an assessment concept that fails to adapt to the essence of PBL, where “learning is a gaming experience.” 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. 367 Journal of Contemporary Educational Research, 2026, Volume 10, Issue 4http://ojs.bbwpublisher.com/index.php/JCER Online ISSN: 2208-8474Print ISSN: 2208-8466 1.2. Practical challenges: Multidimensional findings from international empirical research 1.2.1. Lag and limitations in teachers’ assessment dimensions International research consistently shows that assessment content in game-based learning has shifted from traditional academic skills to multiple dimensions such as cognition, socio-emotional development, and executive functions, yet teachers’ assessment abilities significantly lag behind. In mature game assessments, teachers need to simultaneously focus on children’s symbolic representation abilities, social role coordination, and self-regulation, but over half of teachers still focus solely on the single dimension of “whether game tasks are completed”. From a semiotic theory perspective, this assessment gap essentially represents a lack of semiotic mediation ability. 1.2.2. Dilemmas and contradictions in teachers’ assessment methods International empirical research reveals that PBL imposes special requirements for the contextual sensitivity of assessment methods, but teachers face multiple obstacles in method selection and integration. Traditional standardized tests have extremely low validity in game contexts, while recommended methods such as anecdotal records and video analysis are difficult to implement effectively due to issues such as large data volumes and subjective biases. Although teachers recognize the value of games for students’ social development, they tend to prioritize academic learning assessment, further exacerbating the disconnect between practice and concept. 1.2.3.

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

  • The study only included Grade 5 students from five schools in Almaty. The sample size was limited to 458 students. The study did not examine the longitudinal validity of the SSAS.

    Integration of pedagogical and psychometric approaches to assessing the social adaptation of schoolchildren · 2026 · DOI

  • The integration of student self-reports and teacher judgements remains methodologically underdeveloped. There is a need for a reliable instrument to assess social adaptation in bilingual school settings. Prior work has focused on either student self-reports or teacher judgements, but not both.

    Integration of pedagogical and psychometric approaches to assessing the social adaptation of schoolchildren · 2026 · DOI

  • Multidimensional developmental delays. Significant difficulties in processing information, remembering material, and thinking abstractly. Limited parental engagement and inconsistent reinforcement.

    Profil Perkembangan Multidomain Anak Slow Learner · 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

  • EFL learners often struggle with listening comprehension due to limited exposure to spoken English. The absence of control groups limits the ability to exclude all alternative explanations. The study only investigated the short-term effects of Group Dynamic Assessment.

    Enhancing EFL Learners’ Listening Comprehension Through Group Dynamic Assessment: A Sociocultural Approach · 2026 · DOI

  • There is a lack of research on the effectiveness of Group Dynamic Assessment in EFL contexts. The study aims to address this gap by investigating the effectiveness of Group Dynamic Assessment in enhancing EFL learners' listening comprehension.

    Enhancing EFL Learners’ Listening Comprehension Through Group Dynamic Assessment: A Sociocultural Approach · 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

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334 open questions have been extracted from the limitations and future-work passages of 2,136 Educational and Psychological Assessments papers in our library. Each one below links back to the study that raised it, so you can read the original claim in context.

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