How Task Features Impact Evidence From Assessments Embedded in Simulations and Games

Almond, Russell G.; Kim, Yoon Jeon; Velasquez, Gertrudes; Shute, Valerie J.

doi:10.1080/15366367.2014.910060

Cited by 20 publications

(5 citation statements)

References 26 publications

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“…Именно в этих контекстах самым сложным является значение, сложность и взаимосвязь решений, которые необходимо принять в отношении оценки. Одна из ключевых идей дизайна оценки, основанной на фактических данных ECD, заключается в том, что функциями задач можно целенаправленно манипулировать для изменения психометрических свойств оценочного средства [11].…”

Section: рис 2 модель сборки оценочного средства (кро)unclassified

Conceptual Model of Evaluation of Competence of Students

Efremova¹

2019

СНТ (MHT)

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Целью исследования является обоснование проектирования педагогических измерителей доказательной аргументации на основе метода Evidence Centered Design (ECD) для оценки знаний и компетенций студентов. Понимание принципов доказательной аргументации позволит преподавателям эффективнее использовать методы классификации, упорядочения и планирования оценки когнитивных и компетентностных результатов освоения студентами основных профессиональных образовательных программ. Суть метода заключается в том, что он позволяет проектировать комплексное задание с планируемой и наблюдаемой деятельностью испытуемых. Главное достоинство метода состоит в относительной полезности, валидности и надежности результатов оценки, предполагаемых еще до применения оценочного средства. Надежность и достоверность оценивания обеспечивают доверие студентов к результатам, повышают мотивацию учебной деятельности. Концептуальная рамка такого оценочного средства содержит ряд входящих в нее моделей: студента (знания и компетенции), задания, свидетельства, статистики и презентации. Показаны основные этапы проектировочной деятельности с использованием паттерн-дизайна при разработке аргументированной оценки компетенций студентов. Связь между этапами разработки оценки с обязательным планированием деятельности испытуемых при выполнении заданий может способствовать созданию нового типа оценочных средств и дальнейшему развитию аутентичного оценивания образовательных достижений в условиях компетентностного обучения студентов. Ключевые слова: компетенции, паттерны проектирования, доказательно-ориентированный дизайн, модель задания, модель студента, модель свидетельств, результаты обученияThe aim of the study is to justify the design of pedagogical meters of evidence argumentation based on the Evidence Centered Design (ECD) method for assessing students' knowledge and competencies. Understanding the principles of evidence-based argumentation will enable teachers to more effectively use the methods of classifying, streamlining, and planning to assess the cognitive and competence-based results of students' mastering basic professional educational programs. The essence of the method lies in the fact that it allows you to design a complex task with the planned and observed activities of the subjects. The main advantage of the method is the relative usefulness, validity and reliability of the assessment results, assumed even before the application of the evaluative tool. Reliability and accuracy of assessment provide students with confidence in the results, increase the motivation of learning activities. The conceptual framework of such an assessment tool contains a number of models included in it: a student (knowledge and competences), tasks, certificates, statistics and presentations. The main stages of design activity using pattern design are shown when developing a reasoned assessment of students' competencies. The relationship between the stages of the development of the assessment with the compulsory planning of the activities of the subjects in the performance...

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Section: рис 2 модель сборки оценочного средства (кро)unclassified

Conceptual Model of Evaluation of Competence of Students

Efremova¹

2019

СНТ (MHT)

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“…As Almond, Kim, Velasquez, and Shute () acknowledged, assessment in dynamic environments—where learners are required to perform tasks as opposed to answering a series of questions—is challenging. It is important to ensure that the tasks attempted by the learner and the ways in which various performances are scored accurately reflect the construct that the assessment purports to capture.…”

Section: Innovations In Assessment Using Virtual Reality Simulationsmentioning

confidence: 99%

The state‐of‐the‐art in digital technology‐based assessment

O’Leary

Scully

Karakolidis

et al. 2018

Euro J of Education

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The role of digital technology in assessment has received a great deal of attention in recent years. Naturally, technology offers many practical benefits, such as increased efficiency with regard to the design, implementation and scoring of existing assessments. More importantly, it also has the potential to have profound, transformative effects on the field of assessment by facilitating the integration of formative activities with accountability requirements and broadening the range of abilities and the scope of constructs that can be assessed. This article provides an overview of the current state-ofthe-art in digital technology-based assessment, with particular reference to advances in the automated scoring of constructed responses, the assessment of complex 21 st century skills in large-scale assessments and innovations involving high fidelity virtual reality simulations. Key challenges with respect to each are highlighted before the extent to which digital technology is truly transforming assessment is considered. | I NTR OD U CTI ONThe interconnectedness of technology and assessment 1 has a long history. Madaus (2001) refers to a technology as any body of special knowledge, skills and procedures that people use to satisfy a need, solve a problem or attain a societal, economic, or educational goal. Under this definition, it is clear that educational assessment itself is a technology and, as Kellaghan and Madaus (2003) point out, one that has existed since an external civil service examination system was invented in China around 1100 BC. While the system changed over the centuries until its demise in 1905, the general approach involved candidates writing up to eight essays within an allocated time period in which they explained ideas from the Four Books and Five Classics of Confucianism (www.sacu.org/examinations.html). In many respects, the artefacts and processes of assessment that make it a technology have been visible from the very beginning in the form of test booklets and answer sheets, as well as in the specialist knowledge, skills and language of its community of practitioners. What has changed in the recent past is the speed with which one technology (digital technology 2 ) is transforming another (assessment) in terms of the constructs that can be measured and the types of 160 | How to cite this article: O'Leary M, Scully D, Karakolidis A, Pitsia V. The state-of-the-art in digital technologybased assessment. Eur J Educ. 2018;53:160-175. https://doi.

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“…These make the use of this framework for classroom learning and assessment challenging as the requirements of educators are significant. Additionally, the framework has been mostly used for integrating assessments into games during the game development phase (see Almond et al., 2014; Kim et al., 2016; Shute & Rahimi, 2021). This means that for educators adopting pre‐existing games for classroom use, the ECD framework would unlikely be suitable for assessment design.…”

Section: Introductionmentioning

confidence: 99%

Measuring learning in digital games: Applying a game‐based assessment framework

Udeozor,

Abegão,

Glassey

2023

Brit J Educational Tech

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Digital games (DGs) have the potential to immerse learners in simulated real‐world environments that foster contextualised and active learning experiences. These also offer opportunities for performance assessments by providing an environment for students to carry out tasks requiring the application of knowledge and skills learned in the classroom. Although widely used for teaching and learning, there are challenges in using digital game applications for assessment. Designing assessments around tasks in complex learning environments like DGs is not always easy, particularly for educators new to using these technologies for teaching. This paper presents a game‐based assessment framework (GBAF) that is designed to be educator‐friendly and useful for the design of assessments for immersive learning environments. The application of the framework to the design of embedded and external (multiple‐choice questions) assessments is also presented. The GBAF offered an easy and structured basis for the design of two distinct assessments for a computer game. It provides educators with useful guidelines for designing assessments around pre‐existing games. Practitioner notesWhat is already known about this topicImmersive technologies are increasingly being used for teaching and learning due to their benefits to knowledge and skills acquisition. However, for educators interested in using these tools for formal classroom teaching, there is a lack of resources and guidance on assessment designs and implementations. The most commonly used assessment design framework, the evidence‐centred design (ECD), is complicated to use, requiring advanced machine learning skills to implement. This has so far limited its use to large‐scale computerised and game‐based testing.What this paper addsThis paper presents a framework developed to guide educators through the design and implementation of assessments when teaching with immersive learning applications. Grounded in the constructive alignment principles and the ECD framework, the game‐based assessment framework is designed to help educators align assessment tasks to game tasks and the intended learning outcomes. It also provides step‐by‐step guidelines for the identification of appropriate immersive applications. It shows the practical application of the framework to the design of embedded (in‐game) assessments and external (multiple‐choice tests) assessments.Implications for practice and/or policyThe framework presented in this paper provides a structured and pedagogically sound basis for the design of assessments when measuring performance, or skills and knowledge acquisition with immersive learning applications.

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How Task Features Impact Evidence From Assessments Embedded in Simulations and Games

Cited by 20 publications

References 26 publications

Conceptual Model of Evaluation of Competence of Students

Conceptual Model of Evaluation of Competence of Students

The state‐of‐the‐art in digital technology‐based assessment

Measuring learning in digital games: Applying a game‐based assessment framework

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