ERIC Number: ED428124
Record Type: RIE
Publication Date: 1998
A Cognitive Task Analysis, with Implications for Designing a Simulation-Based Performance Assessment.
Mislevy, Robert J.; Steinberg, Linda S.; Breyer, F. Jay; Almond, Russell G.; Johnson, Lynn
To function effectively as a learning environment, a simulation system must present learners with situations in which they use relevant knowledge, skills, and abilities. To function effectively as an assessment, such a system must additionally be able to evoke and interpret observable evidence about targeted knowledge in a manner that is principled, defensible, and fitting to the purpose at hand (e. g., licensure, achievement testing, coached practice). This article concerns an evidence-centered approach to designing a computer-based performance assessment of problem-solving. The application is a prototype licensure test, with supplementary feedback, for prospective use in the field of dental hygiene. A cognitive task analysis is described that is designed to: (1) tap the knowledge hygienists use when they assess patients, plan treatment, and monitor progress; and (2) elicit behaviors that manifest this knowledge. Results of the analysis, which involved 5 interviewers and 31 subjects, are summarized, and implications are discussed for designing student models, evidentiary structures, task frameworks, and simulation capabilities required for the proposed assessment. (Contains 3 tables, 7 figures, and 28 references.) (Author/SLD)
Publication Type: Reports - Research
Education Level: N/A
Sponsor: Office of Educational Research and Improvement (ED), Washington, DC.
Authoring Institution: National Center for Research on Evaluation, Standards, and Student Testing, Los Angeles, CA.; California Univ., Los Angeles. Center for the Study of Evaluation.
IES Cited: ED478977
Note: Based on research conducted for the Dental Interactive Simulation Corporation (DISC) by the Chauncey Group International, Educational Testing Service, and the DISC Scoring Team.