Tablet computers (tablets) are positioned to be powerful, innovative, effective, and motivating research and assessment tools. We addressed two questions critical for evaluating the appropriateness of using tablets to study number-line estimation, a skill associated with math achievement and argued to be central to numerical cognition. First, is performance with paper and pencil comparable with performance on a tablet? Second, is comparability affected by students’ preference for one method of presentation? Thirty-two students in Grade 6 estimated targets on a number line; half estimated with paper and pencil and half with a tablet. For both presentation methods, students’ performance was comparable. Students liked both presentation conditions equally but, when asked to choose, most students preferred the tablet. Preference did not influence comparability of results across presentation methods. Finally, students’ reasons for their preferences were explored, along with implications for using tablet applications in research and educational assessment.

The Clinical Evaluation of Language Fundamentals-Fifth Edition (CELF-5;Wiig, Semel, & Secord, 2013) is a recently updated battery of tests designed to assess, diagnose, and measure changes in language and communication in individuals 5 to 21 years of age. Designed to identify language strengths and weaknesses, determine service eligibility, provide intervention strategies, and measure intervention efficacy, the CELF-5 assesses both oral and written language as well as non-verbal communication skills. As a Level B measure, the CELF-5 can be administered by speech and language pathologists, school psychologists, special educators, and qualified diagnosticians with a master's degree or certification in standardized testing. The core tests can be completed within 30 to 45 min, whereas the full battery may take 90 to 120 min.The measure includes an Examiner's Manual, Technical Manual, two Stimulus Books, 25 copies of Record Forms 1 and 2, 10 copies of Reading and Writing Supplements 1 and 2, 50 Observational Rating Scales, and 30 Q-global Score Reports. The Examiner's Manual outlines the recommended assessment process and provides instructions for administration, scoring, and interpretation of subtests as well as suggestions for intervention and further assessment. The Technical Manual provides details of the purpose, design, development, standardization, and psychometric properties of each subtest. Measure DevelopmentThe CELF-5 was developed to improve usability and update test content and scope to align with curricula and assessment trends. Based on literature reviews, clinician feedback, and pilot research, the authors removed and revised items and subtests from the previous edition (Clinical Evaluation of Language Fundamentals-Fourth Edition ; Semel, Wiig, & Secord, 2003), added new items and tests, and refined administrative procedures. Age-specific start rules were more widely incorporated, discontinue rules were reduced, and administration and scoring procedures were simplified. The CELF-5 has newly introduced measures for written language, reading comprehension, and social communication, and also includes the ability to track performance over time. In addition, a recommended administration process was developed to allow for efficient use of individual and groups of subtests.

BackgroundAmidst the pandemic, residency programs were faced with new challenges to provide care and educate junior doctors (resident physicians). We sought to understand both the positive and negative experiences of first-year residents during COVID-19, as well as to describe potential ethical issues from their stories.MethodWe used narrative inquiry (NI) methodology and applied a semi-structured interview guide that included questions pertaining to ethical principles as well as both positive and negative aspects of the pandemic. Sampling was purposive. Interviews were audio-recorded and transcribed. Three members of the research team coded transcripts in duplicate to elicit themes. A composite story with threads was constructed. Discrepancies were resolved through discussion to attain consensus.ResultsEleven residents participated from Internal Medicine (n=2), Family Medicine (n=2), Ophthalmology (n=1), General Surgery (n=1), Pediatrics (n=1), Diagnostic Radiology (n=1), Public Health (n=1), Psychiatry (n=1), Emergency Medicine (n=1). Resident stories had three common themes in which ethical issues were described: 1)Intersecting healthcare and medical education systems, 2)Public health and the public good, 3)Health systems planning/healthcare delivery.DiscussionThe pandemic exacerbated the lack of autonomy experienced by resident physicians. The notion of public health and the public good at times eclipsed individual wellbeing for residents and patients alike.ConclusionEfforts to understand how resident physicians can be engaged in their own education as well as how they can navigate public health crises with respect to ethical principles could benefit both residency education and healthcare delivery.