A cognitive task analysis with implications for designing simulation-based performance assessment.
Part of a special issue on computer-based performance assessment of problem solving. An evidence-centered approach to designing a computer-based performance assessment of problem solving is discussed. It is argued that if it is to function effectively as a learning environment, a simulation system...
| Published in: | Computers in Human Behavior Vol. 15; no. 3-4; pp. 335 - 375 |
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| Main Authors: | , , |
| Format: | Article |
| Published: |
Elsevier Science
May/July 1999
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| Subjects: | |
| Online Access: | View this record in EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ssf&AN=507631047&site=ehost-live header: @attributes: shortDbName: ssf uiTerm: 507631047 longDbName: Social Sciences Full Text (H.W. Wilson) uiTag: AN controlInfo: bkinfo: jinfo: jid: 07475632 JC4 jtl: Computers in Human Behavior issn: 07475632 maglogo: N pubinfo: dt: May/July 1999 vid: 15 iid: 3-4 pid: 2410 pub: Elsevier Science artinfo: ui: 507631047 10.1016/S0747-5632(99)00027-8 ppf: 335 ppct: 40 formats: tig: atl: A cognitive task analysis with implications for designing simulation-based performance assessment. aug: au: Mislevy, R. J. Steinberg, L. S. Breyer, F. J. su: Computer software Examinations Problem solving Psychological tests Test design sug: subj: Computer software Examinations Problem solving Psychological tests Test design ab: Part of a special issue on computer-based performance assessment of problem solving. An evidence-centered approach to designing a computer-based performance assessment of problem solving is discussed. It is argued that if it is to function effectively as a learning environment, a simulation system must present learners with situations in which they use relevant knowledge, skills, and abilities. Furthermore, if it is to function effectively as an assessment, such a system also be able to evoke and interpret observable evidence about targeted knowledge in a manner that is principled, defensible, and suitable to the purpose at hand. A prototype licensure test, with supplementary feedback, for prospective use in the dental hygiene field is examined. A cognitive task analysis designed to tap the knowledge that hygienists use when assessing patients, planning treatments, and monitoring progress and to elicit the behaviors that manifest this knowledge is outlined. Implications for designing student models, task frameworks, evidentiary structures, and simulation capabilities needed for the proposed assessment are noted. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: N holdings: @attributes: islocal: N |
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