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

One of the key ideas of evidence-centered assessment design (ECD) is that task features can be deliberately manipulated to change the psychometric properties of items. ECD identifies a number of roles that task-feature variables can play, including determining the focus of evidence, guiding form cre...

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Detalles Bibliográficos
Autores principales: Almond, Russell G., Kim, Yoon Jeon, Velasquez, Gertrudes, Shute, Valerie J.
Formato: Online Artículo Texto
Lenguaje:English
Publicado: Routledge 2014
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6176773/
https://www.ncbi.nlm.nih.gov/pubmed/30344456
http://dx.doi.org/10.1080/15366367.2014.910060
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author Almond, Russell G.
Kim, Yoon Jeon
Velasquez, Gertrudes
Shute, Valerie J.
author_facet Almond, Russell G.
Kim, Yoon Jeon
Velasquez, Gertrudes
Shute, Valerie J.
author_sort Almond, Russell G.
collection PubMed
description One of the key ideas of evidence-centered assessment design (ECD) is that task features can be deliberately manipulated to change the psychometric properties of items. ECD identifies a number of roles that task-feature variables can play, including determining the focus of evidence, guiding form creation, determining item difficulty and discrimination, characterizing proficiency, and producing task variants. Assessment developers can use these task features to manipulate the psychometric properties of both conventional assessment formats and complex tasks embedded in simulations and games. Simulations and games tasks present additional challenges: even defining what corresponds to an item can be difficult. Often task features are determined by game or simulation logic rather than psychometric design. Despite these difficulties, the roles for task features identified in ECD are useful for analyzing the psychometric properties of embedded assessments in simulations and games. This article compares a conventional test of mathematics-problem-solving ability using word problems to an assessment of conceptual physics, creativity, and conscientiousness embedded in the game Newton’s Playground, describing how the task roles play out in each setting and how they can be used to manipulate the evidence provided by an assessment.
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spelling pubmed-61767732018-10-19 How Task Features Impact Evidence From Assessments Embedded in Simulations and Games Almond, Russell G. Kim, Yoon Jeon Velasquez, Gertrudes Shute, Valerie J. Measurement ( Mahwah N J) Focus Article One of the key ideas of evidence-centered assessment design (ECD) is that task features can be deliberately manipulated to change the psychometric properties of items. ECD identifies a number of roles that task-feature variables can play, including determining the focus of evidence, guiding form creation, determining item difficulty and discrimination, characterizing proficiency, and producing task variants. Assessment developers can use these task features to manipulate the psychometric properties of both conventional assessment formats and complex tasks embedded in simulations and games. Simulations and games tasks present additional challenges: even defining what corresponds to an item can be difficult. Often task features are determined by game or simulation logic rather than psychometric design. Despite these difficulties, the roles for task features identified in ECD are useful for analyzing the psychometric properties of embedded assessments in simulations and games. This article compares a conventional test of mathematics-problem-solving ability using word problems to an assessment of conceptual physics, creativity, and conscientiousness embedded in the game Newton’s Playground, describing how the task roles play out in each setting and how they can be used to manipulate the evidence provided by an assessment. Routledge 2014-06-11 /pmc/articles/PMC6176773/ /pubmed/30344456 http://dx.doi.org/10.1080/15366367.2014.910060 Text en Copyright © Taylor & Francis Group, LLC
spellingShingle Focus Article
Almond, Russell G.
Kim, Yoon Jeon
Velasquez, Gertrudes
Shute, Valerie J.
How Task Features Impact Evidence From Assessments Embedded in Simulations and Games
title How Task Features Impact Evidence From Assessments Embedded in Simulations and Games
title_full How Task Features Impact Evidence From Assessments Embedded in Simulations and Games
title_fullStr How Task Features Impact Evidence From Assessments Embedded in Simulations and Games
title_full_unstemmed How Task Features Impact Evidence From Assessments Embedded in Simulations and Games
title_short How Task Features Impact Evidence From Assessments Embedded in Simulations and Games
title_sort how task features impact evidence from assessments embedded in simulations and games
topic Focus Article
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6176773/
https://www.ncbi.nlm.nih.gov/pubmed/30344456
http://dx.doi.org/10.1080/15366367.2014.910060
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