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ERIC Number: ED520431
Record Type: Non-Journal
Publication Date: 2010-Dec
Pages: 48
Abstractor: As Provided
Reference Count: 85
ISBN: N/A
ISSN: N/A
An Evidence Centered Design for Learning and Assessment in the Digital World. CRESST Report 778
Behrens, John T.; Mislevy, Robert J.; DiCerbo, Kristen E.; Levy, Roy
National Center for Research on Evaluation, Standards, and Student Testing (CRESST)
The world in which learning and assessment must take place is rapidly changing. The digital revolution has created a vast space of interconnected information, communication, and interaction. Functioning effectively in this environment requires so-called 21st century skills such as technological fluency, complex problem solving, and the ability to work effectively with others. Unfortunately, traditional assessment models and methods are inadequate for evaluating or guiding learning in our digital world. This report argues that the framework of evidence-centered assessment design (ECD) supports the design and implementation of assessments that are up to the challenge. We outline the essential ECD structure and discuss how the digital world impacts each phase of assessment design and delivery. The ideas presented in the report are illustrated with examples from our ongoing experiences with the Cisco Networking Academy. We have used this approach to guide our work for more than 10 years and ultimately seek to fundamentally change the way networking skills are taught and assessed throughout the world, including the delivery of 100 million exams in over 160 countries and innovative simulation-based curricular and assessment tools. (Contains 9 figures.)
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
Publication Type: Reports - Evaluative
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: National Center for Research on Evaluation, Standards, and Student Testing