Centre for Assessment Resarch, Policy and Practice in Education (CARPE) header
Centre for Assessment Research, Policy and Practice in Education (CARPE)

Publications

Below you can view publications and other scholarly outputs that have arisen from CARPE's various research projects.

2022

Cherry, G., Scully, C., O'Leary, M. and Waters, L. (2022). A consideration of factors affecting the use of automatic item generation (AIG) in developing items for use in certification and licensure assessments: A review of the literature. CLEAR Exam Review. 

Pitsia, V., Lysaght, L., O'Leary, M. and Shiel, G. (2022). High Achievement in Mathematics and Science among Students in Ireland: An In-Depth Analysis of International Large-Scale Assessment Data Since 2000. Irish Educational Studies, DOI: 10.1080/03323315.2022.2061563

Slattery, E. J., O'Callaghan, E., Ryan, P., Fortune, D.G. and McAvinue, L.P. (2022). Popular interventions to enhance sustained attention in children and adolescents: A critical systematic review. Neuroscience and Biobehavioral Reviews, 137, 104633. DOI: 10.1016/j.neubiorev.2022.104633 

Lysaght, Z., O'Leary, M., Mazzone, A. and Scully, C. (2022). Scale development: identifying and addressing potential validity threats linked with online piloting using paid-for samples. In SAGE Research Methods Cases.  https://dx.doi.org/10.4135/9781529600544

Lysaght, Z. and Cherry, G. (2022). Using SPSS and NVivo to conduct mixed-methods analysis collaboratively online: challenges, opportunities and lessons learned. In SAGE Research Methods Cases.  https://dx.doi.org/10.4135/9781529604023

Lehane, P., Scully, D. and O'Leary, M. (2022). 'Time to figure out what to do':  Understanding the nature of Irish post-primary students' interactions with computer-based exams (CBEs) that use multimedia stimuli. Irish Educational Studies, 41(1), 5-25. 

Slattery, E.J., Ryan, P., Fortune, D.G. and McAvine, L.P. (2022). Unique and overlapping contributions of sustained attention and working memory to parent and teacher ratings of inattentive behavior. Child Neuropsychology, 1 - 23. 

2021

Cherry, G., O'Leary, M., Naumenko, O., Kuan, L. and Waters, L. (2021). Do outcomes from high stakes examinations taken in test centres and via live remote proctoring differ? Computers and Education Open, 2, 100061. DOI: 10.1016/j.caeo.2021.100061. 

Pitsia, V. and Lysaght, Z. (2021). High achievement in mathematics and science: A chronology of relevant educational policy and findings from large-scale assessments in Ireland, 1995 to the present day. The Irish Journal of Education, 44(4), 1-20 

Gardner, J., O'Leary, M. and Yuan, L. (2021). Artificial intelligence in educational assessment: 'Breakthrough? Or buncombe and ballyhoo?' Journal of Computer Assisted Learning, 37(5), 1207-1216. DOI: 10.1111/jcal.12577

Pitsia, V., Karakolidis, A. and Lehane, P. (2021). Investigating the use of assessment data by primary school teachers: Insights from a large-scale survey in Ireland. Educational Assessment, 26(3), 145-162. DOI: 10.1080/10627197.2021.1917358

Karakolidis, A., Scully, D. and O'Leary, M. (2021). Eight issues to consider when developing videos for the assessment of complex constructs. Practical Assessment, Research and Evaluation, 26, Article 15. Available at: https://scholarworks.umass.edu/pare/vol26/iss1/15/ 

Karakolidis, A., O'Leary, M. and Scully, D. (2021) Animated videos in assessment: comparing validity evidence from and test-takers' reactions to an animated and a text-based situational judgement test. International Journal of Testing, 21(2), 57-59. DOI: 10.1080/15305058.2021.1916505 

Doyle, A., Lysaght, Z. and O'Leary, M. (2021) High stakes assessment policy implementation in the time of COVID-19: The case of calculated grades in Ireland. Irish Educational Studies, 40 (2), 385-398. DOI: 10.1080/03323315.2021.1916565

Lehane, P., Lysaght, Z. and O'Leary, M. (2021) A validity perspective on interviews as a selection mechanism for entry to initial teacher education programmes. European Journal of Teacher Education, 44(3). DOI: 10.1080/02619768.2021.1920920

Scully, D., Lehane, P. and Scully, C. (2021). 'Its no longer scary': digital learning before and during the Covid-19 pandemic in Irish secondary schools. Technology, Pedagogy and Education, 30(1), 159-181. DOI: 10.1080/1475939X.2020.1854844

Pitsia, V. and Kent, G. (2021). School readiness of five-year-old children from socio-economically disadvantaged areas: Evidence from the Preparing for Life evaluation. Irish Educational Studies. DOI: 10.1080/03323315.2021.1964567

2020

Abrams, L. Reynolds, K., & O'Leary, M. (2020). Advancing Alignment Arguments in Supporting Scoring
Interpretation and Use Claims of Credentialing Exams. CLEAR Exam Review (30)2, 15-23.

Lysaght, Z., & O’Leary, M. (2020). Irish primary teachers’ beliefs about and attitudes to standardised tests of English Reading and mathematics. Irish Teachers’ Journal, 8(1), 11-24.

O'Leary, M., Reynolds, K., Ling, G., Liu, O.L., Belton S.,  O'Reilly, N., & McKenna, J. (2020). Assessing Critical Thinking in Higher Education: Validity Evidence for the Use of the HEIghten™ Critical Thinking Test in Ireland. Journal of Higher Education Theory and Practice, 20(12), 115-130.

Cherry, G. and Vignoles, A. (2020). What is the Economic Value of Literacy and Numeracy. IZA World of Labor: 229 DOI: 10.15185/izawol.229.v2 

Pitsia, V. and Mazzone, A. (2020). The association of individual and contextual variables with bullying victimisation: a cross-national comparison between Ireland and Lithuania. European Journal of Psychology of Education. 

Darmody, M., Lysaght, Z. & O'Leary, M. (2020). Irish post-primary teachers’ conceptions of assessment at a time of curriculum and assessment reform. Assessment in Education: Principles, Policy & Practice, 27 (5), 501-521 DOI: 10.1080/0969594X.2020.1761290.

2019

Gurhy, A.M. Lysaght, Z., & O’Leary, M. (2019). Irish primary students’ persepctives of the affective impact of using assessment for learning in Mathematics. Irish Teachers’ Journal, 7(1), 74-90.

Lehane, P. (2019). What Makes a Difference for Candidates Taking Computer-based Tests? Issues Surrounding Device Comparability and User Interface Modifications. CLEAR Exam Review

Scully, D., Pitsia, V. & Karakolidis, A. (2019). Exploring the interpersonal dimension of teaching in an Irish post-primary context. Irish Educational Studies, 39 (3), 355-374 DOI: 10.1080/03323315.2019.1697947 

Karakolidis, A., Pitsia, V., & Emvalotis, A. (2019). The case of high motivation and low achievement in science: What is the role of students’ epistemic beliefs? International Journal of Science Education. https://doi.org/10.1080/09500693.2019.1612121

Lehane, P. & Senior, J. (2019) Collaborative teaching: Exploring the impact of co-teaching practices on the numeracy attainment of students with and without special educational needs. European Journal of Special Needs Education. 35(3), 303-317. https://doi.org/10.1080/08856257.2019.1652439 

2018

Scully, D., O'Leary, M. & Brown, M. (2018).  The learning portfolio in higher education: A game of snakes and ladders (Junhong Xiao trans.) Distance Education in China.  DOI: 10.13541/j.cnki.chinade.20180509.001 

O'Leary, M., Scully, D., Karakolidis, A. & Pitsia, V. (2018).  The state-of-the-art in digital technology-based assessment.  Eur J Educ., 53, 160-175. 

Kent, G., & Pitsia, V. (2018). Gender differences in cognitive development and school readiness: Findings from a randomised controlled trial of children from communities of socio-economic disadvantage in Ireland. Children’s Research Digest, 5(3). ISSN 209—728X

2017

Lysaght, Z., & O’Leary M. (2017). Scaling up, writ small: using an assessment for learning audit instrument to stimulate site-based professional development, one school at a time. Assessment in Education: Principles, Policy and Practice, (24)2, 271-289.

Lysaght, Z., O'Leary, M. & Scully, D. (2017).  Irish Pre-Service Teachers' Expectations for Teaching as a Career: A Snapshot at a Time of Transition.  Irish Journal of Education, 42 

Lysaght, Z. O'Leary, M. & Ludlow, L. (2017).  Measuring Teachers' Assessment for Learning (AfL) Classroom Practices in Elementary Schools.  International Journal of Educational Methodology, 3 (2), 103-115.

Karakolidis, A., O'Leary, M. & Scully, D. (2017).  Practice tests: do they work?  Can they work better?  CLEAR Exam Review, 27 (1)  

Pitsia, V., Biggart, A. & Karakolidis, A. (2017). The role of students’ self-beliefs, motivation and attitudes in predicting mathematics achievement:  A multilevel analysis of the Programme for International Student Assessment data.  Learning and Individual Differences, 55, 163-173. 

Scully, D. (2017). Constructing Multiple-Choice Items to Measure Higher-Order Thinking. Practical Assessment, Research & Evaluation22 (4). Available online: http://pareonline.net/getvn.asp?v=22&n=4

2016

Karakolidis, A. Pitsia, V. & Emvalotis, A. (2016). Examining students’ achievement in mathematics: A multilevel analysis of the Programme for International Student Assessment (PISA) 2012 data for Greece.  International Journal of Educational Research, 79, 106-115.

Karakolidis, A., Pitsia, V., & Emvalotis, A. (2016). Mathematics low achievement in Greece: Αmultilevel analysis of the Programme for International Student Assessment (PISA) 2012. Themes in Science and Technology Education, 9(1), 3–24.

Pitsia, V., Karakolidis, A., & Emvalotis, A. (2016). Attempting interdisciplinary approaches in education by using Google Earth (in Greek). Education Sciences, (3), 177-186.

Looney, A., O'Leary, M., Scully, D., & Shiel, G. (2022). Cross-national achievement surveys and educational monitoring in Ireland. In, European Commission, Joint Research Centre, Cross-national achievement surveys for monitoring educational outcomes : policies, practices and political reforms within the European Union, Klinger, D., Volante, L., & Schnepf, S.(Eds.), (pp. 153-176). Luxembourg: Publications Office of the European Union. Download from https://data.europa.eu/doi/10.2760/406165

2022

Cherry, G. and Scully, C. (2022, November). A consideration of factors affecting the use of Automatic Item Generation (AIG) in developing items for use in high-stakes assessments. Paper accepted for presentation at the Association for Educational Assessment Europe (AEA-E) conference, Dublin, Ireland. 

Doyle, A., Lysaght, Z. and O’Leary, M. (2022, September). Disturbing the teachers’ role as assessor: The Case of Calculated and Accredited Grades 2020-2021 in Ireland. Paper accepted for presentation at the European Conference on Educational Research (ECER).

Lysaght, Z., Doyle, A. and O’Leary, M. (2022, September). Irish Post-Primary Techers’ Experiences of Assessing their Students for High-Stakes Certification Purposes: Pandemic or Endemic Challenges and Opportunities? Paper accepted for presentation at the European Conference on Educational Research (ECER).

Denner, S., O'Leary, M. and Shiel, G. (2022, November). The impact on the performance of 15-year-olds in Ireland on the PISA reading, mathematics, and science tests when testing occurs at two different periods in the same year (spring vs autumn). Paper accepted for presentation at the Association for Educational Assessment Europe (AEA-E) conference, Dublin, Ireland.  

Scully, C. and Cherry, G. (2022, October). Theoretical and practical considerations when adapting performance assessments for remote administration. Paper accepted for presentation at the European Association of Test Publishers (E-ATP) conference, London, United Kingdom.

Chen, M., Cherry, G. and Kuan, L. (2022, October). Examining the suitability of live remote proctoring for language proficiency assessments from a psychometric standpoint. Paper accepted for presentation at the European Association of Test Publishers (E-ATP) conference, London, United Kingdom.

Cherry, G. and O'Leary, M. (2022, August). Live Remote Proctoring and Test Centre Proctoring: The same but different? Paper accepted for presentation at the European Conference for Educational Research  (ECER), Yerevan, Amernia. 

Scully, C. and Cherry, G. (2022, April). Practical and Theoretical Concerns when Administering Remote Performance Assessments. Paper presented at the Irish Educational Studies Association of Ireland (ESAI) conference, Dublin, Ireland. 

O'Leary, M., Lysaght, Z. and Doyle, A. (2022, April). Irish Post-Primary Teachers Feelings and Beliefs about Assessment following the 2021 Accredited Grades Process. Paper presented at the Irish Educational Studies Association of Ireland (ESAI) Conference, Dublin, Ireland.

Lehane, P., O'Leary, M. and Scully, D. (2022, April). Exploring Irish post-primary students’ interactions with computer-based exams. Paper presented at the Irish Educational Studies Association of Ireland (ESAI) Conference, Dublin, Ireland.

Kuan, L., Chen, M., Cherry, G., O'Leary, M. and Zumbo, B. (2022, March). Comparability of High-Stakes Exams in Test Centres Proctored and Live Remote Proctoring: A Multimethod Psychometric Investigation across Multiple Testing Programmes. Paper presented at the Association of Test Publishers (ATP) conference, Orlando, United States.

Cherry, G. (2022, April). Inequalities in Educational Attainment across Rural and Urban Locations of Northern Ireland. Paper accepted for a Roundtable Discussion at the American Educational Research Association (AERA) conference, San Diego, United States. 

Cherry, G., O'Leary, M., Kuan, L. and Waters, L. (2022, April). Comparing Outcomes from Examinations Proctored in Test Centres and Online using Live Remote Proctoring Technology. Paper accepted for presentation at the American Educational Research Association (AERA) conference, San Diego, United States. 

Lehane, P., O'Leary, M. and Scully, D. (2022, April). Understanding Simulation-Type Items using Eye Movement and Log-File Data. Paper accepted for presentation at the American Educational Research Association (AERA) conference, San Diego, United States. 

Lehane, P. (2022, April). Items in Technology-Based Assessments: Examining the Use of Multimedia Stimuli with Post-Primary Test Takers. Paper accepted for a Roundtable Discussion at the American Educational Research Association (AERA) conference, San Diego, United States.

Costello, E., Brown, M., Butler, D., Girme, P., Kaya, S., Kirwan, C., McLoughlin, E. and O'Leary, M. (2022, April). Assessment of Transversal Skills in STEM: From theory to practice in a large scale research project. Paper accepted for presentation at the annual Society for Information Technology and Teacher Education (SITE) conference, San Diego, United States. 

2021

O'Leary, M. Assessment and Student Wellbeing: Perspectives from a High-Stakes Assessment Context in Ireland. Keynote address at the 11th Lifelong Learning Week, Lifelong Learning Platform. (2021, November).

Cherry, G., O'Leary, M., Kuan, L., Waters, L. and Gilvarry, E. A Comparison of Outcomes across Tests Taken in Test Centres and Via Live Remote Proctoring (LRP). Paper presented at the European Association of Test Publishers (E-ATP) Virtual Conference. (2021, September).

Lehane, P., Scully, D. and O'Leary, M. Items in Technology Based-Assessments: Examining the use of multimedia stimuli with eye movement data. Paper presented at the European Association of Test Publishers (E-ATP) Virtual Conference. (2021, September).

Doyle, A., Lysaght, Z. and O'Leary, M. High-Stakes Exams in the Time of Covid-19. The Experiences of Irish Post-Primary Teachers. Paper presented at the European Conference for Educational Research (ECER Network 09: Assessment, Evaluation, Testing and Measurement), Geneva, Switzerland. (2021, September).

Lysaght, Z. and Cherry, G. Standardised Testing in English Reading and Mathematics in Irish Primary Schools: Trends over Time. Paper presented at the Association for Educational Assessment Europe (AEA-E) Virtual Conference. (2021, November).

Cherry, G., O'Leary, M., Kuan, L. and Waters, L. A Comparison of Outcomes from Tests Proctored Locally in Testing Centres and Online using Live Remote Proctoring (LRP). Poster presented at the Association for Educational Assessment Europe (AEA-E) Virtual Conference. (2021, November). 

Scully, C. Examiner consistency in high-stakes performance assessments in the health sciences. Roundtable at the European Association of Test Publishers (E-ATP) Virtual Conference. (2021, September). 

Scully, C. Assessor cognition as a means of improving the reliability of nursing Objective Structured Clinical Examinations (OSCEs). Paper presented at the Dublin City University (DCU) Unconference. (2021, June). 

Lehane, P., Pitsia, V. and Karakolidis, A. Identifying factors predicting teachers' use of assessment data: Findings from a national large-scale survey of primary teachers in Ireland. Paper presented at the Virtual European Conference on Educational Research (ECER). (2021, September). 

Lehane, P., Scully, D. and O'Leary, M. Exploring primary school teachers' use of assessment data in an Irish context - A secondary analysis of survey data. Paper presented at the Virtual European Conference on Educational Research (ECER). (2021, September). 

Scully, D., Crosbie, N., O'Brien, N. and O'Leary, M. "What do you think Jessica should do?": An innovative tool to support the formative assessment of Junior Cycle students' knowledge and understanding of wellbeing. Paper presented at The SPHE Network's 5th Conference, Institute of Education, DCU. (2021, November).

Scully, D., Crosbie, N., O'Brien, N. and O'Leary, M. "What do you think Jessica should do?": An innovative tool to support the formative assessment of Junior Cycle students' knowledge and understanding of wellbeing. Paper presented at the Association for Educational Assessment - Europe (AEA-E) Virtual conference. (2021, November). 

Lehane, P. Items in technology-based assessments: Examining the use of multimedia stimuli with post-primary test-takers. Paper presented at the Association for Educational Assessment - Europe (AEA-E) Virtual conference. (2021, November). 

2020

Kuan, L., O'Leary, M. & Brunner, B. (2020). Is the Psychometric Quality of Situational Judgment Items Affected by the Type of Task Analysis Performed? Paper accepted for presentation at the  Association of Test Publishers (ATP) Conference, San Diego, United States. (Conference cancelled).

Lehane, P., Lysaght, Z. & O'Leary, M. (2020) The Interview as a Selection Mechanism for Entry into Initial Teacher Education: A Review of the Literature and Recommendations for Practice. Paper accepted for presentation  at the Educational Studies Association of Ireland, Dublin, Ireland. (Conference cancelled).

Lehane, P., Pitsia, V., & Karakolidis, A. (2020). Identifying factors predicting teachers’ use of assessment data: Findings from a national large-scale survey of primary teachers in Ireland. Paper accepted for presentation at the European Conference on Educational Research 2020, Glasgow, UK. (Conference cancelled).

Ling, G., O'Leary, M. et al. (2020). Assessment of Competencies as a Result of College Learning: Explorations in Europe and Beyond. Symposium accepted by Division 9 (Assessment, Evaluation, Testing and Measurement) of the European Conference on Educational Research 2020, Glasgow, UK. (Conference cancelled)

O'Leary, M., Lysaght, Z., NicCraith, D. & Scully D. (2020). Teacher Perspectives on Standardised Testing of Achievement in Ireland. Paper accepted for presentation at the Annual Meeting of the American Educational Research Association (AERA), San Francisco, United States. (Conference cancelled).

O'Leary, M. & Reynolds, K. (2020). Critical Thinking Test Validity in International Contexts: Evaluating the ETS HEIghten Test for Irish Use. Paper accepted for presentation at the Annual Meeting of the American Educational Research Association (AERA), San Francisco, United States. (Conference cancelled).

Pitsia, V., Lysaght, Z., O’Leary, M., & Shiel, G. (2020). A multilevel binary logistic regression analysis of mathematics and science achievement in TIMSS 2015 in an Irish post-primary context. Paper accepted for presentation at the European Conference on Educational Research 2020, Glasgow, UK. (Conference cancelled).

Pitsia, V. (2020). Characteristics of high achievers: A multilevel logistic regression analysis of PISA mathematics and science data. Paper accepted for presentation at the American Educational Research Association (AERA) 2020 Annual Meeting, San Francisco, United States. (Conference cancelled).

Pitsia, V., Lysaght, Z., Shiel, G., & O’Leary, M. (2020). Are we meeting the needs of high achievers? A closer look at PISA, TIMSS and PIRLS data for Ireland. Paper accepted for presentation at the Educational Studies Association of Ireland Conference 2020, Dublin, Ireland. (Conference cancelled).

Reynolds, K., Abrams, L. & O'Leary, M. (2020). Applying the Webb Alignment Model to Professional Testing. Paper accepted for presentation at the  Association of Test Publishers (ATP) Conference, San Diego, United States. (Conference cancelled).

Scully, C. (2020). Inter-rater reliability and validity in the Objective Structured Clinical Examination. Paper accepted for presentation at the Educational Studies Association of Ireland, Dublin, Ireland. (Conference cancelled).

2019

Abrams, L., Lysaght, Z., & O'Leary, M. (2019). The context and use of standardized testing data for educational decision-making in Ireland. Paper presented at the Annual Meeting of the American Educational Research Association conference. Canada: Toronto.

Pitsia, V., O’Leary, M., Shiel, G., & Lysaght, Z. (2019, November). What do international large-scale assessments tell us about high achievement in mathematics and science, with specific reference to Ireland and some comparison countries? Paper presented at the 20th Annual Meeting of the Association for Educational Assessment- Europe (AEA-E). Portugal: Lisbon.

Clifford, I., & Karakolidis, A. (2019, September) The challenges and opportunities of including animated items in licensure examinations: Insights from two research studies. Paper presented at the European Association of Test Publishers (E-ATP) Conference, Madrid, Spain.

Karakolidis, A. (2019, April). The use of animations in assessment: Comparing an animated and a text-based situational judgment test. Paper presented at the American Education Research Association (AERA) Annual Meeting. Toronto, Canada.

Karakolidis, A., O'Leary, M., & Scully, D. (2019). Enhancing assessment validity through the use of animated videos: An experimental study comparing text-based and animated situational judgements tests. Paper presented at the 20th annual Association for Educational Assessment – Europe (AEA) conference. Lisbon, Portugal.

Lehane, P. (2019, November). Designing Digital Assessments: Factors to Consider when Developing Computer-Based Exams. Paper presented at the World Conference of Online Learning (WCOL) conference, Dublin, Ireland.

Lehane, P. (2019, September). Considering ‘Emotional Intelligence’ in Certification and Licensure Testing. Paper presented at the European Association of Test Publishers (E-ATP) Conference, Madrid, Spain.

Lehane, P. (2019, April). Assessment 2.0: Factors to consider when developing technology-based assessment. Paper presented at the Educational Studies Association of Ireland (ESAI) conference, Sligo, Ireland. 

Lehane, P. & Kuan, L. (2019, March). Finding a suitable task analysis for developing competency-based statements. Paper presented at the  Association of Test Publishers (ATP) Conference, Orlando, United States.

Lehane, P. & Waters, L. (2019, March).  What makes a difference for candidates taking computer-based tests? The impact of devices and user interface tools. Paper presented at the  Association of Test Publishers (ATP) Conference, Orlando, United States.

O'Leary, M. & Champagne, K. (2019, March). Alternative and high-fidelity item types. Where are we now with technology-based items? Paper presented at the  Association of Test Publishers (ATP) Conference, Orlando, United States.

O’ Leary, M., Scully, D. & Lehane, P. (2019, September). Considering emotional intelligence in certification and licensure testing. Paper presented at the Association of Test Publishers (ATP) Public Sector Special Interest Group Conference, Vienna, Austria.

Pitsia, V., Karakolidis, A., & Shiel, G. (2019, June). High achievement in mathematics and science: A multilevel analysis of TIMSS 2015 data for Ireland. Paper presented at the 8th International Association for the Evaluation of Educational Achievement (IEA) International Research Conference (IRC-2019), Copenhagen, Denmark.

Scully, D. (2019, January). The Learning Portfolio in Higher Education: A Game of Snakes and Ladders? Paper presented at the Middle East and Africa Association of Test Publishers (MEA-ATP) Conference, Abu Dhabi, United Arab Emirates.

Scully, D. & Kuan, L. (2019, January). Providing useful and effective diagnostic feedback. Paper presented at the Middle East and Africa Association of Test Publishers (MEA-ATP) Conference, Abu Dhabi, United Arab Emirates.

Scully, D., O'Leary, M. & Lehane, P. (2019, September). Considering emotional intelligence in certification and licensure testing. Paper presented at the European Association of Test Publishers (E-ATP) Conference, Madrid, Spain.

2018

Karakolidis, A. & Corrigan, R. (2018, February). Is a picture worth a thousand words? Using animated items in certification testing. Paper presented at the Association of Test Publishers Conference, San Antonio, TX.

Karakolidis, A. & Pitsia, V. (2018, September). Transforming Situational Judgement Tests through the use of animated simulations. Paper presented at the European Association of Test Publishers (E-ATP) Conference, Athens, Greece.

Lehane, P. (2018, September).  Device Comparability – Does it matter what device is used to administer assessments?  Paper presented at the European Association of Test Publishers (E-ATP) Conference, Athens, Greece. 

Lysaght, Z. & Scully, D. (2018, September). Providing Diagnostic Feedback to Non-Successful Test Candidates. Paper presented at the Association of Test Publishers (ATP) Public Sector Special Interest Group Conference, Brussels, Belgium.

Scully, D. & Kuan, L. (2018, September). Identifying the Task Analysis of Best Fit. Paper presented at the European Association of Test Publishers (E-ATP) Conference, Athens, Greece.

Scully, D. & Lysaght, Z. (2018, September). Diagnostic Feedback – Dos and Don’ts. Paper presented at the European Association of Test Publishers (E-ATP) Conference, Athens, Greece. 

Scully, D., O’Leary, M. & Brown, M. (2018, August). Key Findings from a Literature Review on the Use of Learning Portfolios (ePortfolios) in Higher Education. Paper presented at the World Education Research Association (WERA) World Congress, Cape Town, South Africa.

Scully, D., O'Leary, M. & Brown, M. (2018, June).  The Learning Portfolio in Higher Education: An Integrative Review.  Paper presented at the EdMedia + Innovate Learning International Conference, Amsterdam, Netherlands. 

Scully, D., O'Leary, M. & Brown, M (2018, May).  A Game of Snakes and Ladders: An Integrative Review of Learning Portfolio in Higher Education.  Paper presented at the Irish Learning Technology Association EdTech Conference, Carlow IT. 

Scully, D., O'Leary, M. & Brown, M. (2018, May).  The Learning Portfolio in Higher Education: A Game of Snakes and Ladders? Paper to be presented at the CRA/AAEEBL International Seminar, ePortfolios and more: the developing role of ePortfolios within the digital landscape, Dublin City University.  

Scully, D. & Ridgley, K. (2018, February). Competencies - What are they and how best to we define them to measure them?  Paper presented at the Association of Test Publishers Conference, San Antonio, TX. 

Stemler, S., Elliott, J., O'Leary, M., Scully, D., Karakolidis, A. & Pitsia, V. (2018, April).  A Cross-Cultural Study of High School Teachers' Tacit Knowledge of Interpersonal Skills.  Paper presented at the Annual Meeting of the American Educational Research Association (AERA), New York, NY. 

Kent, G., & Pitsia, V. (2018, December). Gender differences in cognitive development and school readiness: Findings from a randomised controlled trial of children from communities of socio-economic disadvantage in Ireland. Paper presented at the Annual conference of the Children's Research Network 2018, Dublin, Ireland.

Kent, G., Pitsia, V., & Colton, G. (2018, November). Preparing for the transition to primary school; predictors of school readiness behaviours of five-year-old children from areas of socio-economic disadvantage. Paper presented at the 48th Annual Conference of the Psychological Society of Ireland, Wexford, Ireland.

Pitsia, V., Karakolidis, A., Sofianopoulou, C. & Emvalotis, A. (2018, October). Risk factors for early school leaving in Greece. Paper presented at the ESA/RN27 Mid-term Conference 2018, Catania, Italy.

Pitsia, V., & Kent, G. (2018, November). Variations in perceptions of five-year-old children’s school readiness among parents and teachers. Paper presented at the 11th annual International Conference of Education, Research and Innovation (pp. 8426-
8435)

2017

O'Leary, M., Scully, D. & Karakolidis, A. (2017, September).  Refining Situational Judgement Tests.  Paper presented at the European Association of Test Publishers Conference, Noordwijk, The Netherlands.  

O'Leary, M. Scully, D. & Karakolidis, A. (2017, September). Challenging a Tenet of Multiple Choice Testing: Are Four Response Options Really Necessary?  Paper presented at the European Assoication of Test Publishers Conference, Noordwijk, The Netherlands. 

Gurhy, AM (2017, April). Using assessment for learning to enhance mathematics education in the primary school: A lesson study approach.  Paper presented at the Annual Conference of the Educational Studies Association of Ireland Conference, University College Cork.  

Karakolidis, A., Scully, D. & O'Leary M. (2017, March).  Simulations in Assessment and the Uncanny Valley: Too true to be good?  Paper presented at the International TEchnology Education and Development (INTED) Conference, Valencia.

Scully, D. & Waters, L. (2017, March).  Driving Program Decisions Through Research: Applying Best Practices.  Paper presented at the Association of Test Publishers Conference, Scottsdale, AZ.  

Gurhy, AM (2017, February).  Using assessment for learning to enhance mathematics education in the primary school: Irish students' perspectives.  Paper presented at the 10th Congress of European Research in Mathematics Education (CERME 10), Croke Park, Dublin.

2016

Lysaght, Z. & O'Leary, M. (2016, August).  Developing Assessment Capacity in Norway and Ireland using the Assessment for Learning Audit Instrument (AfLAi).  Paper presented at the Annual Meeting of the European Conference for Education Research (ECER), Dublin. 

O'Leary, M. & Lysaght, Z. (2016, April).  Using the Assessment for Learning Audit Instrument to inform Data-driven Professional Development.  Paper presented at the Annual Meeting of the American Educational Research Association (AERA), Washington, D.C.  

Darmody, M. (2016, September). Post-Primary Teachers’ Conceptions of Assessment. Paper presented at the NCCA Assessment Research Showcase, Dublin.

2022

O'Leary, M., Lysaght, Z. and Doyle, A. (2022). Outcomes from a survey of post-primary teachers involved in the 2021 leaving certificate accredited grades process in Ireland. Dublin: Centre for Assessment Research, Policy and Practice in Education (CARPE), Dublin City University. 

O'Leary, M., Cherry, G. and Scully, C. (2022). Theoretical and Practical Considerations for the Development and Validation of a Hazard Test for Use in Driver Licensing in Ireland. Dublin: Centre for Assessment Research, Policy and Practice in Education (CARPE), Dublin City University.

Cherry, G. and Scully, C. (2022). A consideration of the use and intended outcomes of incorporating gamification in assessment and learning environments. Dublin: Centre for Assessment Research, Policy and Practice in Education (CARPE), Dublin City University. 

Scully, C. and Cherry, G. (2022). A White Paper on theoretical and practical considerations for the administration of remote Objective Structured Clinical Examinations (OSCEs). Dublin: Centre for Assessment Research, Policy and Practice in Education (CARPE), Dublin City University. 

Cherry, G. and Scully, C. (2022). A Brief on Security Protocols for Live Remote Proctoring. Dublin: Centre for Assessment Research, Policy and Practice in Education (CARPE), Dublin City University. 

Cherry, G. and Scully, C. (2022). A consideration of factors affecting the use of automatic item generation (AIG) in developing items for use in certification and licensure assessments. Dublin: Centre for Assessment Research, Policy and Practice in Education (CARPE), Dublin City University.

2021

Lehane, P., Butler, D. and Marshall, K. (2021). Building a New World in Education: Exploring Minecraft for Learning, Teaching and Assessment [White paper]. Dublin City University. 

Doyle, A., Lysaght, Z. and O'Leary, M. (2021) Preliminary Findings from a Survey of Post-Primary Teachers Involved in the Leaving Certificate 2020 Calculated Grades Process in Ireland. Dublin: Centre for Assessment, Research, Policy and Practice in Education (CARPE), Dublin City University. 

Costello, E., Brown, M., Butler, D., Girme, P., Kaya, S., Kirwan, C., McLoughlin, E. and O'Leary, M. (2021). Transversal Skills in STEM: From policy to practice, digital and unplugged (pp. 29 - 31). In G. Ubachs (Eds.) The envisioning report for empowering universities (5th edition). European Association for Distance Teaching Universities (EADTU), Maastricht, NL.

2020

Scully, C. and Lehane, P. (2020). An examination of recent literature on the validity and reliability of outcomes from remote proctored assessments and on candidate experience of taking remote proctored tests. Dublin: Centre for Assessment, Research, Policy and Practice in Education (CARPE), Dublin City University. 

Lehane, P. and Scully, C. (2020). Considerations for policies, procedures and regulations (including legal regulations) when using remote proctoring for online licensure and certification tests. Dublin: Centre for Assessment, Research, Policy and Practice in Education (CARPE), Dublin City University.

Butler, D., McLoughlin, E.,O'Leary, M., Kaya, S., Costello, E., & Brown, M. (2020).  Towards the ATS STEM Conceptual Framework. ATS STEM Report #5. Dublin: Dublin City University. DOI: 10.5281/zenodo.3673559.

Reynolds, K., O’Leary, M., Brown, M. & Costello, E. (2020). Digital Formative Assessment of Transversal Skills in STEM: A Review of Underlying Principles and Best Practice. ATS STEM Report #3. Dublin: Dublin City University. DOI: 10.5281/zenodo.3673365.

Szendey, O., O'Leary, M., Scully, C., Brown, M., & Costello, E. (2020). Virtual Learning Environments and Digital Tools for Implementing Formative Assessment of Transversal Skills in STEM.  ATS STEM Report #4. Dublin: Dublin City University. DOI: 10.5281/zenodo.3674786.

2019

Lehane, P. (2019). Leaving Certificate Computer Science: Factors to consider when developing a computer-based examination. National Council for Curriculum and Assessment and Centre for Assessment Research, Policy and Practice in Education (CARPE)

Lysaght, Z., Scully, D., Murchan, D., O’Leary, & Shiel, G. (2019). Aligning assessment, learning and teaching in curricular reform and implementation. National Council for Curriculum and Assessment: Dublin.

O’Leary, M., Lysaght, Z., Nic Craith, D., & Scully, D. (2019). Standardised Testing in English Reading and Mathematics in the Irish Primary School: A Survey of Irish Primary Teachers. Dublin: Dublin City University, Centre for Assessment Research Policy and Practice in Education and Irish National Teachers’ Organisation. 

Abrams, L., Morgan, M., & O’Leary, M. (2019). The Measurement of Non-Cognitive Factors Influencing Educational and Workplace Performance. Unpublished manuscript, Centre for Assessment Research Policy & Practice in Education (CARPE), Dublin City University.

Abrams, L., Reynolds, K., & O’Leary, M. (2019). The Application of Webb’s Model of Alignment to Enhance Credentialing Exam Design and Documentation of Score Interpretation and Use Claims. Unpublished manuscript, Centre for Assessment Research Policy & Practice in Education (CARPE), Dublin City University.

Szendey, O., & O’Leary, M. (2019). Automated Item Generation. Unpublished manuscript, Centre for Assessment Research Policy & Practice in Education (CARPE), Dublin City University.

Szendey, O., & O’Leary, M. (2019). Computer Adaptive Testing. Unpublished manuscript, Centre for Assessment Research Policy & Practice in Education (CARPE), Dublin City University.

2018

O'Leary, M. & Scully, D. (2018).  The Leaving Certificate Programme as Preparation for Higher Education: The Views of Undergraduates at the End of their First Year in University.  Dublin: Dublin City University, Centre for Assessment Research, Policy & Practice in Education (CARPE). 

Scully, D., O'Leary, M. & Brown, M. (2018). The Learning Portfolio in Higher Education: A Game of Snakes and Ladders.  Dublin: Dublin City University, Centre for Assessment Research Policy & Practice in Education (CARPE) and National Institute for Digital Learning (NIDL).

Scully, D., O'Leary, M. & Brown, M. (2018).  El Portafolio de Aprendizaje en la Ensenanza Superior: Una Partida de Serpientes y Escaleras. Translated by DCU Language Services.  Dublin: Dublin City University, Centre for Assessment Research Policy & Practice in Education (CARPE) and National Institute for Digital Learning (NIDL).  

Abrams, L. (2018). Best Practice in Test Design: Test Content Specification Procedures for Achievement and Credentialing Exams. Unpublished manuscript, Centre for Assessment Research Policy & Practice in Education (CARPE), Dublin City University.

Lehane, P. (2018). Device Comparability: Administering the same test using different device types: A review of the literature and recommendations for practice. Unpublished manuscript, Centre for Assessment Research Policy & Practice in Education (CARPE), Dublin City University.

Lehane, P. & Karakolidis A. (2018). Items in Technology-Based Assessment: A review of the literature and recommendations for practice. Unpublished manuscript, Centre for Assessment Research, Policy & Practice in Education (CARPE), Dublin City University.

Lehane, P. (2018). User Interface Tools: A review of the literature and recommendations for practice. Unpublished manuscript, Centre for Assessment Research, Policy & Practice in Education (CARPE), Dublin City University.

Reynolds, K. (2018). Short Assessments and Their Applications: Maintenance of Certification and Micro-Credentials. Unpublished manuscript, Centre for Assessment Research, Policy & Practice in Education (CARPE), Dublin City University.

Scully, D. & Lehane P. (2018). Considering Emotional Intelligence in Certification and Licensure Testing. Unpublished manuscript, Centre for Assessment Research Policy & Practice in Education (CARPE), Dublin City University.

2017

O'Leary, M. & Scully D. (2017). Providing effective feedback in the context of certification and licensure testing with particular reference to non-successful test candidates.  Unpublished manuscript, Centre for Assessment Research, Policy & Practice in Education, Dublin City University. 

Scully, D. (2017).  Reducing Gender Bias in Tests and Test Items.  Unpublished manuscript, Centre for Assessment Research, Policy & Practice in Education, Dublin City University.  

Karakolidis, A., O’Leary, M. & Scully, D. (2017). The development and provision of practice tests: A research brief outlining key findings and recommendations for best practice. Unpublished manuscript, Centre for Assessment Research, Policy & Practice in Education, Dublin City University.

Karakolidis, A., O’Leary, M. & Scully, D. (2017). Online Proctoring: A research brief outlining current knowledge of an emerging practice. Unpublished manuscript, Centre for Assessment Research, Policy & Practice in Education, Dublin City University.

Scully, D. & Lehane P. (2018). Considering Emotional Intelligence in Certification and Licensure Testing. Unpublished manuscript, Centre for Assessment Research Policy & Practice in Education (CARPE), Dublin City University.

2016

Scully, D. (2016).  Awarding Partial Credit in Multiple-choice Testing.  Unpublished manuscript, Centre for Assessment Research, Policy & Practice in Education, Dublin City University.  

Scully, D. (2016).  Some Recommendations for Item Development.  Unpublished manuscript, Centre for Assessment Research, Policy & Practice in Education, Dublin City University.  

Karakolidis, A. (2016). Simulations: Fidelity and the Uncanny Valley. Unpublished manuscript, Centre for Assessment Research, Policy & Practice in Education, Dublin City University

Scully, D. (2016). Constructing MC items at higher levels of cognitive complexity for certification and licensure tests. Unpublished manuscript, Centre for Assessment Research Policy & Practice in Education, Dublin City University.

Scully, D. (2016). Organizing certification or licensure tests by competency statements: a review of the literature and recommendations for practice. Unpublished manuscript, Centre for Assessment Research Policy & Practice in Education, Dublin City University.

Scully, D. (2016). A review of empirical research and theory on the use of situational judgement items and recommendations for best practice. Unpublished manuscript, Centre for Assessment Research Policy & Practice in Education, Dublin City University.

Scully, D. (2017). Reducing Gender Bias in Tests and Test Items. Unpublished manuscript, Centre for Assessment Research, Policy & Practice in Education, Dublin City University.