Task Models in the Digital Ocean

Autor/in	DiCerbo, Kristen E.
Titel	Task Models in the Digital Ocean
Quelle	In: Measurement: Interdisciplinary Research and Perspectives, 12 (2014) 1-2, S.39-41 (3 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1536-6367
DOI	10.1080/15366367.2014.921030
Schlagwörter	Task Analysis; Models; Taxonomy; Design; Scoring; Computer Uses in Education + Suchen Sie Ihr Suchwort? Aufgabenanalyse; Analogiemodell; Taxonomie; Bewertung; Computernutzung
Abstract	The Task Model is a description of each task in a workflow. It defines attributes associated with that task. The creation of task models becomes increasingly important as the assessment tasks become more complex. Explicitly delineating the impact of task variables on the ability to collect evidence and make inferences demands thoughtfulness from task designers and allows for better communication across groups involved in design. Almond, Kim, Velasquez, and Shute provide details about how task models function across two different types of tasks. Their work is essential as tasks move from a world of isolated assessment to one of more integrated learning and assessment tasks. The task model describes the activities that an individual will perform, with the goal of creating activities that will elicit behaviors that will allow for inferences about the constructs of interest (Mislevy, Steinberg, & Almond, 2002). Historically, task models have been limited by the ability to capture data from tasks (DiCerbo & Behrens, 2014). In order to capture and score responses automatically, the responses had to fit into 1 of a limited number of formats (e.g., multiple choice, true-false, etc.). Assessment designers started their creation of tasks by simplifying the scoring process around fixed responses and then simplifying the presentation process in front of it. This was necessary when computing capabilities were limited. The capabilities required to search a complex work product, extract particular features, and apply scoring rules in an automated fashion were beyond the scope of technology at the time. Now, however, digital activity has led to collection and storage of an "ocean" of data about individual activity at a scale never before seen (DiCerbo & Behrens, 2014). (ERIC).
Anmerkungen	Psychology Press. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10