A Cognitive Task Analysis, with Implications for Designing a Simulation-Based Performance Assessment. [Report No.: CSE-TR-487

Autor/inn/en	Mislevy, Robert J.; Steinberg, Linda S.; Breyer, F. Jay; Almond, Russell G.; Johnson, Lynn
Institution	National Center for Research on Evaluation, Standards, and Student Testing, Los Angeles, CA.; California Univ., Los Angeles. Center for the Study of Evaluation.
Titel	A Cognitive Task Analysis, with Implications for Designing a Simulation-Based Performance Assessment. [Report No.: CSE-TR-487
Quelle	(1998), (61 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Cognitive Processes; Cognitive Tests; Computer Assisted Testing; Computer Simulation; Dental Hygienists; Licensing Examinations (Professions); Performance Based Assessment; Problem Solving; Test Construction + Suchen Sie Ihr Suchwort? Cognitive process; Kognitiver Prozess; Kognitiver Fähigkeitstest; Computergrafik; Computersimulation; Leistungsermittlung; Problemlösen; Testaufbau
Abstract	To function effectively as a learning environment, a simulation system must present learners with situations in which they use relevant knowledge, skills, and abilities. To function effectively as an assessment, such a system must additionally be able to evoke and interpret observable evidence about targeted knowledge in a manner that is principled, defensible, and fitting to the purpose at hand (e. g., licensure, achievement testing, coached practice). This article concerns an evidence-centered approach to designing a computer-based performance assessment of problem-solving. The application is a prototype licensure test, with supplementary feedback, for prospective use in the field of dental hygiene. A cognitive task analysis is described that is designed to: (1) tap the knowledge hygienists use when they assess patients, plan treatment, and monitor progress; and (2) elicit behaviors that manifest this knowledge. Results of the analysis, which involved 5 interviewers and 31 subjects, are summarized, and implications are discussed for designing student models, evidentiary structures, task frameworks, and simulation capabilities required for the proposed assessment. (Contains 3 tables, 7 figures, and 28 references.) (Author/SLD)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01