NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
PDF on ERIC Download full text
ERIC Number: EJ873671
Record Type: Journal
Publication Date: 2010-Jan
Pages: 58
Abstractor: As Provided
Reference Count: 88
ISBN: N/A
ISSN: ISSN-1540-2525
On the Roles of External Knowledge Representations in Assessment Design
Mislevy, Robert J.; Behrens, John T.; Bennett, Randy E.; Demark, Sarah F.; Frezzo, Dennis C.; Levy, Roy; Robinson, Daniel H.; Rutstein, Daisy Wise; Shute, Valerie J.; Stanley, Ken; Winters, Fielding I.
Journal of Technology, Learning, and Assessment, v8 n2 Jan 2010
People use external knowledge representations (KRs) to identify, depict, transform, store, share, and archive information. Learning how to work with KRs is central to be-coming proficient in virtually every discipline. As such, KRs play central roles in curriculum, instruction, and assessment. We describe five key roles of KRs in assessment: (1) An assessment is itself an KR, which makes explicit the knowledge that is valued, ways it is used, and standards of good work; (2) The analysis of any domain in which learning is to be assessed must include the identification and analysis of the KRs in that domain; (3) Assessment tasks can be structured around the knowledge, relationships, and uses of domain KRs; (4) "Design KRs" can be created to organize knowledge about a domain in forms that support the design of assessment; and (5) KRs in the discipline of assessment design can guide and structure the domain analyses (re #2), task construction (re #3), and the creation and use of design KRs (re #4). The third and fourth roles are developed in greater detail, through an "evidence-centered" design perspective that reflects the fifth role. Recurring implications of technology that leverage the impact of KRs in assessment are highlighted, including task design supports and automated task construction and scoring. Ideas are illustrated with "generate examples" tasks and simulation tasks for computer network design and troubleshooting. (Contains 16 figures and 2 tables.)
Technology and Assessment Study Collaborative. 332 Campion Hall, Boston College, Chestnut Hill, MA 02467. Tel: 617-552-4521; Fax: 617-552-8419; e-mail: jtal_editor@bc.edu; Web site: http://escholarship.bc.edu/jtla
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A