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Templates and Objects in Authoring Problem-Solving Assessments. CRESST Report 735

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Title: Templates and Objects in Authoring Problem-Solving Assessments. CRESST Report 735
Language: English
Authors: Vendlinski, Terry P., Baker, Eva L., Niemi, David, National Center for Research on Evaluation, Standards, and Student Testing
Source: National Center for Research on Evaluation, Standards, and Student Testing (CRESST). 2008.
Availability: National Center for Research on Evaluation, Standards, and Student Testing (CRESST). 300 Charles E Young Drive N, GSE&IS Building 3rd Floor, Mailbox 951522, Los Angeles, CA 90095-1522. Tel: 310-206-1532; Fax: 310-825-3883; Web site: http://www.cresst.org
Peer Reviewed: Y
Page Count: 29
Publication Date: 2008
Contract Number: R305A050004
Document Type: Reports - Evaluative
Descriptors: Student Evaluation, Educational Research, Models, Problem Solving, Simulation, Outcomes of Education, Technology Uses in Education
Abstract: Assessing whether students can both re-present a corpus of learned knowledge and also demonstrate that they can apply that knowledge to solve problems is key to assessing student understanding. This notion, in turn, impacts our thinking about what we assess, how we author such assessments, and how we interpret assessment results. The diffusion of technology into venues of learning offers new opportunities in the area of student assessment. Specifically, computer-based simulations seem to provide sufficiently rich environments and the tools necessary to allow us to infer accurately how well a student's individual mental model of the world can accommodate, integrate, and be used to exploit concepts from a domain of interest. In this paper then, we first identify the characteristics of simulations that our experience suggests are necessary to make them appropriate for pedagogical and assessment purposes. Next, we discuss the models and frameworks (templates) we have used to ensure these characteristics are considered. Finally, we describe two computerized instantiations (objects) of these frameworks and implications for the follow-on design of simulations. (Contains 3 footnotes.) [The work reported in this document was supported by the Inter-agency Educational Research Initiative. This report was first printed as chapter 16 of "Assessments of Problem Solving Using Simulations" (Vendlinski, Baker, & Niemi, 2008).]
Abstractor: As Provided
Number of References: 87
IES Funded: Yes
Entry Date: 2008
Accession Number: ED502628
Database: ERIC
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  Data: Assessing whether students can both re-present a corpus of learned knowledge and also demonstrate that they can apply that knowledge to solve problems is key to assessing student understanding. This notion, in turn, impacts our thinking about what we assess, how we author such assessments, and how we interpret assessment results. The diffusion of technology into venues of learning offers new opportunities in the area of student assessment. Specifically, computer-based simulations seem to provide sufficiently rich environments and the tools necessary to allow us to infer accurately how well a student's individual mental model of the world can accommodate, integrate, and be used to exploit concepts from a domain of interest. In this paper then, we first identify the characteristics of simulations that our experience suggests are necessary to make them appropriate for pedagogical and assessment purposes. Next, we discuss the models and frameworks (templates) we have used to ensure these characteristics are considered. Finally, we describe two computerized instantiations (objects) of these frameworks and implications for the follow-on design of simulations. (Contains 3 footnotes.) [The work reported in this document was supported by the Inter-agency Educational Research Initiative. This report was first printed as chapter 16 of "Assessments of Problem Solving Using Simulations" (Vendlinski, Baker, & Niemi, 2008).]
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