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Open research questions in Educational Assessment and Pedagogy

54 unresolved questions extracted from the limitations and future-work sections of 1,730 Educational Assessment and Pedagogy papers in our library. Each links back to the study that raised it.

What the literature leaves open

  • The findings indicate that although the number of activities in textbooks has increased over time, nearly half of these activities remain at low levels of cognitive demand. While a higher number of activities may offer teachers more instructional options, the balance between quantity and cognitive quality should be carefully considered. Given time constraints in classroom practice, future textbooks should prioritize a manageable number of activities that are feasible to implement and that promote higherorder thinking. In particular, a greater number of activities should be designed at the “procedures with connections” and “doing mathematics” levels. Fluctuations across textbook editions in terms of cognitive demand and pedagogical quality indicate a lack of consistency in textbook design standards. To ensure sustainability and quality assurance, national-level guidelines for the design and evaluation of textbook activities should be established. Regular monitoring of textbook quality based on these standards could help prevent declines in cognitive rigor and pedagogical alignment over time. Several pedagogical criteria were found to be insufficiently addressed, including attention to individual differences, multisensory learning, collaborative learning, multiple intelligences, alternative solution strategies, cognitive conflict, product creation, prior knowledge, concrete materials, and interdisciplinary connections. Future textbook development processes should systematically integrate these principles to enhance inclusiveness and instructional effectiveness. Future research may extend this line of inquiry by (a) including larger and more diverse evaluator groups, (b) analyzing additional textbook series and grade levels, and (c) employing mixed-methods designs that integrate document analysis with classroom-based data. Cross-national comparative studies may also provide valuable insights into similarities and differences in cognitive and pedagogical structures across educational systems. Alternative expert panels could be employed to examine additional textbook characteristics. Finally, future studies may focus on the instructional dimension of evaluator training. The flipped learning-supported performance-based instruction implemented in this study appeared to support pre-service teachers’ understanding and application of cognitive demand levels. This instructional approach can be examined more rigorously through experimental or quasi-experimental designs to determine its effectiveness in evaluator training and teacher education contexts. Author contributions: MD: data curation, formal analysis, and writing–original draft & GMBG: formal analysis and writing–original draft. Both authors agreed with the results and conclusions.

    Pre-service teachers’ assessments of the cognitive demand levels and pedagogical compliance of textbook activities · 2026 · DOI

  • Based on the findings of the study, the following recommendations were made: 1. Teachers should design meaningful and engaging assessments that prompt students to actively apply Chemistry concepts during lessons, thereby strengthening their understanding 2. Teachers should provide thought-provoking tasks that promote independent research and critical thinking, while also giving timely feedback to guide students’ learning. 3. Teachers should administer regular formative tests that not only assess knowledge but also help students build confidence and identify areas needing improvement.

    Formative Assessment and Student's Academic Achievement in Chemistry in Senior Secondary Schools in Nsit Ibom Local Government Area, Akwa Ibom State · 2026 · DOI

  • https://doi.org/10.1177/1745691615569000 Sukyadi, D., & Mardiani, R. (2011). The washback effect of the English national examination (ENE) on English teachers’classroom teaching and students’ learning. K@TA: A Biannual Publication on the Study of Language and Literature, 13(1), 96-111. https://doi.org/10.9744/kata.13.1.96-111 Şentürk, F. (2013). Washback effect of KET Exam in learning English as a foreign language (Thesis No. 332493) [Master’s thesis, Çağ University].

    Washback Effect of Standardized High-Stakes Tests on Academic Achievement in English Lesson: A Study on High School Entrance Exam in Türkiye · 2026 · DOI

  • However, teachers' perspectives on the use of HOTS-based LKPD, particularly regarding their role as formative assessment tools in biology learning, have received limited research attention.

    PERSEPSI GURU TERHADAP LKPD BERBASIS HOTS SEBAGAI ALAT EVALUASI FORMATIF PEMBELAJARAN BIOLOGI SMAN 13 BONE · 2026 · DOI

  • The study is limited to a sample of secondary school students enrolled in five districts of Trabzon province during the 2023-2024 academic year within Türkiye.

    Development Of Geographical Inquıry Skill Scale For Secondary School Students · 2026 · DOI

  • Based on the results obtained from the findings of the study, the following recommendations have been developed: 1. The development of mobile/tablet-based observation and marking systems is recommended in order to prevent time loss 2. 3. and waste arising from paper-based practices in the assessment and evaluation process. It is recommended that EBA be updated with more functional content aligned with the 2024 TCEM to support teachers’ classroom practices. It is recommended to organize in-service training programs focused on IEP (Individualized Education Program) and EEP (Enriched Education Program) in order to enhance teachers’ conceptual knowledge of differentiation and to improve their practice-oriented skills. 4.

    Evaluation of the 2024 Türkiye Century Education Model, 2024 Life Sciences Curriculum and Life Sciences Textbook · 2026 · DOI

  • `The recommendations for improvement of math learning and assessment practices (and future educational research) are drawn from the results and conclusions derived from this study. www.ijrp.org BRYAN B. MATIENZO / International Journal of Research Publications (IJRP.ORG) 2340 1. The math teachers are advised to adopt the mixed-mode assessments in order to increase the academic performance and mastery of concepts. 2. The teachers could use both the conventional and authentic assessments in order to have an overall evaluation of the learning process. 3. The schools could offer training and workshops for the teachers on how to design and implement the mixed-mode assessments. 4. The intervention programs could be developed for those students who will continue performing poorly in order to help them get to a higher level of mastery. 5. The curriculum developers may think of implementing the mixed-mode assessments in their framework to promote the achievement. 6. Future researchers are encouraged to conduct similar studies using larger sample sizes, longer intervention periods, and different mathematical topics to validate and extend the findings of this study. 7. Future studies may also address the limitations of this research by incorporating random sampling techniques, longitudinal designs, and additional variables such as student motivation and learning styles to obtain more comprehensive results.

    EFFECTIVENESS OF MIXED-MODE ASSESSMENT IN ENHANCING STUDENTS' PERFORMANCE IN MATHEMATICS 9 · 2026 · DOI

  • Future research is recommended to employ mixed-methods approaches involving classroom observations and interviews to complement perception-based data, investigate the influence of teachers’ TPACK competencies on technology integration effectiveness, and conduct longitudinal and multi-site studies to examine the sustainability and generalizability of CIPP-based quality improvement initiatives in vocational education settings.

    CIPP-Based Evaluation of the Learning Process in Vocational High Schools: Student and Teacher Perspectives · 2026 · DOI

  • AI-assisted evaluation of course learning outcomes uses specific alignment classifications (T, I, U) based on LLM-generated assessments, but validation against human expert raters' judgments (inter-rater reliability with automotive engineering faculty) and consensus-based ground truth for the alignment taxonomy is missing.

    AI-Assisted Evaluation of Course Learning Outcomes and Program Quality Management in Automotive Engineering Education · 2026 · DOI

  • The paper implements API-based integration of large language models for automated learning outcome evaluation but does not address computational scalability requirements (GPU/HPC resource allocation, inference latency) when deploying this system across multiple departments or institutions using different hardware configurations.

    AI-Assisted Evaluation of Course Learning Outcomes and Program Quality Management in Automotive Engineering Education · 2026 · DOI

  • The AI-assisted program quality management system processes course syllabi and assignment data through OCR and regex-based parsing, but the impact of document quality variance, formatting inconsistencies, and multilingual content (Vietnamese-English) on NLP model accuracy for CLO extraction is not empirically tested or quantified.

    AI-Assisted Evaluation of Course Learning Outcomes and Program Quality Management in Automotive Engineering Education · 2026 · DOI

  • The paper applies deep learning-based course learning outcome evaluation within the EAUT-OBE system but does not compare performance metrics (F1-score, Cohen's Kappa) across alternative LLM architectures (e.g., GPT-OSS-20B versus domain-specific fine-tuned models); comparative benchmarking of different transformer models for educational assessment remains unaddressed.

    AI-Assisted Evaluation of Course Learning Outcomes and Program Quality Management in Automotive Engineering Education · 2026 · DOI

  • For writing, the main challenges are (1) lack of topic-relevant background knowledge and topic-specific paper on texts, (2) insufficient knowledge and practice on writing with proper citation, (3) incorrect grammar, (4) shallow vocabulary, and (5) use of different patterns of development when writing.

    Reading and Writing Needs of Senior High School Students: The Case of Filipino Students in the Philippines · 2021 · DOI

  • As a result, analysis of the textbooks revealed that the understanding of assessment adopted in the curriculum is not reflected in the related textbooks sufficiently in terms of "diversity in assessment techniques"; is reflected in terms of "continuity of assessment practices and process evaluation" compared to diversity in assessment techniques; is reflected in terms of "multi-purpose use of assessment results" limited to the detected assessment techniques used in textbooks.

    Dokuzuncu Sınıf Matematik Programının Benimsediği Durum Belirleme Anlayışının Ders Kitaplarına Yansımaları · 2015 · DOI

  • In 1997, the Joint Committee on Standards for Educational Evaluation (JCSEE) started studies to determine the standards for student evaluation accepted on national basis in line with the research results which indicated that there is no standard for student evaluation at schools and that the things to be evaluated are not determined in advance in the field of education.

    Investigating the conformity of the Student Achievement Exam Report to Student Evaluation Standards: A Meta evaluation study · 2013 · DOI

  • The work with the students who try to attain the basic level has to be differentiated because the skills of these students are not firm, their knowledge is fragmentary and sometimes not understandable, and their abilities to analyze conditions of a problem, to predict and assess the result, to choose the way of solution and to present it in most cases are insufficiently developed.

    Concordance of knowledge and abilities in the educational process: the analysis of achievements of the 6th form students · 2005 · DOI

  • Related issues considered include curricular fit, instructional sensitivity, and allocation of resources to support test development and research in this pervasive, crucial, and understudied type of testing.

    Tests that Teachers Build: An Analysis of Classroom Tests in Science and Mathematics · 1993 · DOI

  • A limitation of this study is the time-consum- ing nature of the feedforward process. Also, issues related to validity, reliability, and possible biases in the process of self-assessment and correction of answers by students are other limitations of the present study.

    Enhancing the Quality of Student Learning: Exploring Feedforward Efficacy in Course Settings · 2026 · DOI

  • Husenova Aziza Sharipovna1,* 1Bukhara State Pedagogical Institute Doctor of Philosophy (PhD) in Pedagogical Sciences *…

    APPLYING BLOOM’S TAXONOMY AS A FRAMEWORK FOR EVALUATING READING LITERACY IN PRIMARY SCHOOL STUDENTS: SCIENTIFIC AND PEDAGOGICAL PERSPECTIVES · 2026 · DOI

  • Furthermore, this Concept Inventory Test serves a significant instrument for classroom assessment, promotes additional research on students’ critical comprehension, and shows how these diagnostic inventories link to the students’ competencies.

    Concept inventory test on cellular respiration for senior high school students: An assessment of reliability and validity · 2024 · DOI

  • The concept map can be a trusted assessment tool for identifying the nursing students’ gaps in knowledge and comprehension, in comparison to the open-ended exam type.

    Are concept map exam papers reliable as assessment tools in nursing education? A quantitative research pilot study · 2023 · DOI

  • "Impact" is limited by the didactic quality of two separate sections of the psychology textbook and it was practiced with the traditional text book and the textbook which is organized in two separate ways as including questions and not.

    The effect of the textbook written according to the principles of prose learning on the student achievement · 2018 · DOI

  • The paper concludes that privilege for particular paradigms should be set aside when designing effective evaluations of educational interventions, and that it is insufficient to ask ‘what works?’ without also asking ‘why?’, ‘where?’ and ‘how?’.

    Reassessing RCTs as the ‘gold standard’: synergy not separatism in evaluation designs · 2016 · DOI

  • Given that Turkish students tend to show poor performance in international and national competencies, future research is needed to analyse the implementation of the intended goals in Turkish classrooms.

    The coherence of the curriculum, textbooks and placement examinations in geometry education: How reform in Turkey brings balance to the classroom · 2011 · DOI

  • Although the study has not yet been fully reported, other volumes in the series are in press, and enough material is available for a first review and a preliminary appraisal of the research program.

    3: The International Study of Educational Achievement · 1975 · DOI

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54 open questions have been extracted from the limitations and future-work passages of 1,730 Educational Assessment and Pedagogy 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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