ERIC Number: EJ1033227
Record Type: Journal
Publication Date: 2014
Reference Count: N/A
Commentary on "How Task Features Impact Evidence from Assessments Embedded in Simulations and Games" by Almond et al.
Measurement: Interdisciplinary Research and Perspectives, v12 n1-2 p54-56 2014
In his commentary on "How Task Features Impact Evidence from Assessments Embedded in Simulations and Games" by Almond et al., Mike Timms writes that his own research has involved the use of embedded assessments using simulations in interactive learning environments, and the Evidence Centered Design (ECD) approach has provided a solid framework for designing tasks that are a mix of traditional selected-response-type items and nontraditional tracing of learners' interactions with the features of the simulation. Timms comments that he likes the way that it is represented in the Conceptual Assessment Framework (CAF) shown in Figure 3 of the article, but readers of the article will by now have realized that it is deceptive in its simplicity. So, Timms believes that the article "How Task Features Impact Evidence From Assessments Embedded in Simulations and Games" by Russell G. Almond, Yoon Jeon Kim, Gertrudes Velasquez, and Valerie J. Shute is a valuable insight into the many decisions that assessment developers need to make and the way those choices impact the value of the assessment.
Descriptors: Task Analysis, Models, Educational Assessment, Simulation, Educational Games, Evidence, Instructional Design, Design, Word Problems (Mathematics)
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; Opinion Papers; Reports - Evaluative
Education Level: N/A
Authoring Institution: N/A