ERIC Number: EJ1033161
Record Type: Journal
Publication Date: 2014
Abstractor: As Provided
Reference Count: 48
How Task Features Impact Evidence from Assessments Embedded in Simulations and Games
Almond, Russell G.; Kim, Yoon Jeon; Velasquez, Gertrudes; Shute, Valerie J.
Measurement: Interdisciplinary Research and Perspectives, v12 n1-2 p1-33 2014
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.
Descriptors: Educational Games, Simulation, Psychometrics, Educational Assessment, Instructional Design, Task Analysis, Models, Word Problems (Mathematics), Elementary Secondary Education, Physics
Psychology Press. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Elementary Secondary Education
Authoring Institution: N/A