Evidence-centered design
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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
- Mislevy, R. J. (1994). Evidence and inference in educational assessment, Psychometrika, 59(4), 439–483.
- 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.
- 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