Evidence-centered design: Difference between revisions
Jump to navigation
Jump to search
m (→Bibliography) |
m (→Bibliography) |
||
| Line 20: | Line 20: | ||
* Mislevy, R. J., Steinberg, L. S., & Almond, R. G. (2003). On the structure of educational assessments. Measurement: Interdisciplinary Research and Perspectives, 1(1), 3–62. | * Mislevy, R. J., Steinberg, L. S., & Almond, R. G. (2003). On the structure of educational assessments. Measurement: Interdisciplinary Research and Perspectives, 1(1), 3–62. | ||
* Rupp, André A.; Matthew Gushta, Robert J Mislevy, David Williamson Shaffer (2010). Evidence-centered Design of Epistemic Games: Measurement Principles for Complex Learning Environments, ''JTLA'', Vol 8, No 4. ([http://napoleon.bc.edu/ojs/index.php/jtla/article/view/1623 Abstract/PDF]), {{oa}} | * Rupp, André A.; Matthew Gushta, Robert J Mislevy, David Williamson Shaffer (2010). Evidence-centered Design of Epistemic Games: Measurement Principles for Complex Learning Environments, ''JTLA'', Vol 8, No 4. ([http://napoleon.bc.edu/ojs/index.php/jtla/article/view/1623 Abstract/PDF]), {{oa}} | ||
* Shute, V. J., Masduki, I., & Donmez, O. (2010). Conceptual Framework for Modeling, Assessing and Supporting Competencies within Game Environments. Technology Instruction Cognition and Learning, 8(2), 137–161. Retrieved from http://myweb.fsu.edu/vshute/pdf/TICL2010.pdf | * Shute, V. J., Masduki, I., & Donmez, O. (2010). Conceptual Framework for Modeling, Assessing and Supporting Competencies within Game Environments. Technology Instruction Cognition and Learning, 8(2), 137–161. Retrieved from http://myweb.fsu.edu/vshute/pdf/TICL2010.pdf | ||
Revision as of 16:14, 8 October 2012
Introduction
Evidence-centered Design is both a design and evaluation method.
According to Shute (2010:139), the ECD process “begins by identifying what should be assessed in terms of knowledge, skills, or other learner attributes. These variables cannot be observed directly, so behaviors and performances that demonstrate these variables need to be identified instead. The next step is determining the types of tasks or situations that would draw out such behaviors or performances.”
Bibliography
- Behrens, John T.; Robert J. Mislevy, Malcolm Bauer, David M. Williamson, Roy Levy. 2004. Introduction to Evidence Centered Design and Lessons Learned From Its Application in a Global E-Learning Program, International Journal of Testing, Vol. 4, Iss. 4. [
- Mislevy, R. J. (1994). Evidence and inference in educational assessment, Psychometrika, 59(4), 439–483. Abstract/PDF (Access restricted)
- Mislevy, R. J., & Haertel, G. D. (2006). Implications of evidence-centered design for educational testing. Educational Measurement: Issues and Practice, 25(4), 6–20.
- Mislevy, R. J., Almond, R. G., & Lukas, J. F. (2004). A Brief Introduction to Evidence-Centered Design (CSE Report 632). CA: Center for Research on Evaluation, Standards, and Student Testing. (ERIC Document Reproduction Service No. ED483399)
- Mislevy, R. J., Steinberg, L. S., & Almond, R. G. (2003). On the structure of educational assessments. Measurement: Interdisciplinary Research and Perspectives, 1(1), 3–62.
- Rupp, André A.; Matthew Gushta, Robert J Mislevy, David Williamson Shaffer (2010). Evidence-centered Design of Epistemic Games: Measurement Principles for Complex Learning Environments, JTLA, Vol 8, No 4. (Abstract/PDF), (Open access)
- Shute, V. J., Masduki, I., & Donmez, O. (2010). Conceptual Framework for Modeling, Assessing and Supporting Competencies within Game Environments. Technology Instruction Cognition and Learning, 8(2), 137–161. Retrieved from http://myweb.fsu.edu/vshute/pdf/TICL2010.pdf