Shreya Malla
EPSY Presenters
Impact of Personalized Math Assessment on Student Motivation, Anxiety, Self-Efficacy and Engagement
This study examines whether personalized mathematics assessments based on students’ personal interests influence self-efficacy, anxiety, engagement, and motivation compared to standard math items. As the trend of applying personalization increases, this study will move beyond traditional one-size-fits-all assessments. The math questions will recontextualize students’ personal interests into four domains, such as algebra, geometry, probability, and statistics, without altering the meaning of standard questions. In addition, the research will assess psychometric soundness and provide evidence that personalization based on students’ personal interests also upholds psychometric standards. While many studies have begun using different generative AI models to conduct their research, this study further helps to examine how personalization impacts both psychological constructs and item functioning. The study employs a posttest-only randomized control group design, where 600 undergraduate students will be randomly assigned to either a personalized assessment or a standardized assessment condition and will complete a 20 item test covering the topics of algebra, geometry, statistics, and probability. After the assessments, all participants will complete validated self-report scales for mathematics anxiety, engagement, motivation and self-efficacy. No pre-test measures for the four constructs are administered. Participants assigned to the personalized test group complete a short interest identification form 6 items prior the test. These responses are used to select contextually relevant math questions from a pre-created item bank. The study will explore interest-based personalization in math and help educators and test developers to move beyond from traditional one-size-fits-all assessments. Teachers can begin using student interests in classwork and formative assessments. The use of personalization of interests in instructional materials sends a message to students that their identities and preferences matter in the learning process. Personalization can make mathematics feel more relevant and inclusive, especially for students who feel disconnected from the abstract nature of math.
Jose Fabián Elizondo González
Email: jose_elizondo@ku.edu
Optimizing Inter-rater Reliability in Foreign Language Constructed-response Assessments
This study examines inter-rater reliability in a constructed-response English proficiency test developed by the Foreign Language Assessment Program (PELEx) in Costa Rica. Thirty university instructors completed three writing tasks aligned with A2, B2, and C1 CEFR bands, each scored by two trained raters. Inter-rater reliability was estimated using percent agreement, Cohen’s weighted kappa, intraclass correlation coefficients (ICCs), and Generalizability Theory (G-Theory). While traditional estimators suggested good to excellent reliability, G-Theory revealed additional sources of error not accounted for by kappa or ICC, particularly prompt-related variability. For example, in the C1 task, person-by-prompt interaction accounted for over 20% of total variance. These findings suggest that while rater training remains important, prompt-related variability must also be addressed to ensure fairness and score comparability. Incorporating calibrated prompts and structured scoring protocols across proficiency levels may strengthen the reliability of constructed-response tasks, especially in high-stakes settings.
Debonie Renae Lewis
Email: drlewis@ku.edu
Healing Justice - 8 Week Yoga-Cognitive Behavioral Therapy Study
We face a crisis of a population constantly engaged with dysregulation. Socioeconomic stress amplifies dysregulation by limiting access to stability, recovery, and resources (tools) that support adaptive coping and decision-making.
In 2022, of the 50+ million individuals identified with mental health, only half of them received any type of treatment. In any individual, these factors can lead to poor decision making, paired with prolonged dysregulation without proper resources (tools), regrettable decisions become “the only choice.” Healing Justice looks to break this chain offering evidence based practices, in group settings, anchored in the practice of yoga, cognitive behavior therapy and meditation to apply existing concepts in novel ways, increasing impact.
The Healing Justice study addresses cognitive behaviors of individuals circulating the justice system to increase knowledge of the efficacy Yoga-Cognitive Behavioral Therapy has on wellbeing measured through individuals Perceived Stress, Interoception, Mental Health and the Friendship scale.
The goal of this study is to introduce sport and exercise practical application programming in community settings and investigate how participation in sport and exercise application programming affects a person's psychological development.
Through pre/post assessments using measures such as, "Perceived Stress Scale”, “Mental Health Continuum - Short Form” , “Multidimensional Assessment of Interoceptive Awareness”, “Friendship Scale”, and “Functional Movement Screening”, we hope to draw connection between the offering of this program and positive impact to subjective well-being and physical outcomes.
Why is it necessary for us to have tools to combat negative thoughts, refrain from undesired behaviors, and find regulation in moments of chaos? The answer is the same as it is for why it’s necessary for us to have automatic stress response tools that take care of fight or flight. Just as our automatic stress responses exist to preserve life in moments of danger, learned regulation tools preserve well-being in moments of life’s chaos, trauma triggers, and social threats.
Without these learned tools, especially in the context of rising trauma, socioeconomic strain, and limited access to care, individuals are left physiologically and emotionally unregulated, increasing the likelihood of poor decisions that perpetuate cycles of illness and justice-system involvement.