Assessing Complex Patterns of Student Resources and Behavior in the Large Scale.
Large-scale assessments still focus on those aspects of students' competence that can be evaluated using paper-and-pencil tests (or computer-administered versions thereof). Performance tests are considered costly due to administration and scoring, and, more importantly, they are limited in reliabili...
| Publicado en: | Annals of the American Academy of Political & Social Science Vol. 683`; no. 1; pp. 233 - 250 |
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| Autores principales: | , , |
| Formato: | Artículo |
| Publicado: |
Sage Publications Inc.
May2019
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| Materias: | |
| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ssf&AN=136952243&site=ehost-live header: @attributes: shortDbName: ssf uiTerm: 136952243 longDbName: Social Sciences Full Text (H.W. Wilson) uiTag: AN controlInfo: bkinfo: jinfo: jid: 00027162 AAA jtl: Annals of the American Academy of Political & Social Science issn: 00027162 maglogo: Y pubinfo: dt: May2019 vid: 683` iid: 1 pid: 344 pub: Sage Publications Inc. artinfo: ui: 136952243 10.1177/0002716219844963 ppf: 233 ppct: 17 formats: tig: atl: Assessing Complex Patterns of Student Resources and Behavior in the Large Scale. aug: au: NEUMANN, KNUT SCHECKER, HORST THEYßEN, HEIKE affil: Professor of physics education at the IPN Kiel Professor of physics education at the University of Bremen Professor of physics education at the University Duisburg-Essen su: Physics experiments Performance evaluation sug: subj: Physics experiments Performance evaluation keyword: competence experimentation large scale performance assessment sociocognitive perspective competence experimentation large scale performance assessment sociocognitive perspective ab: Large-scale assessments still focus on those aspects of students' competence that can be evaluated using paper-and-pencil tests (or computer-administered versions thereof). Performance tests are considered costly due to administration and scoring, and, more importantly, they are limited in reliability and validity. In this article, we demonstrate how a sociocognitive perspective provides an understanding of these issues and how, based on this understanding, an argument-based approach to assessment design, interpretation, and use can help to develop comprehensive, yet reliable and valid, performance-based assessments of student competence. More specifically, we describe the development of a computer-administered, simulation-based assessment that can reliably and validly assess students' competence to plan, perform, and analyze physics experiments at a large scale. Data from multiple validation studies support the potential of adopting a sociocognitive perspective and assessments based on an argument-based approach to design, interpretation, and use. We conclude by discussing the potential of simulations and automated scoring methods for reliable and valid performance-based assessments of student competence. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: N holdings: @attributes: islocal: N |
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