Further Thoughts on "How Task Features Impact Evidence from Assessments Embedded in Simulations and Games"

Autor/inn/en	Oliveri, María Elena; Khan, Saad
Titel	Further Thoughts on "How Task Features Impact Evidence from Assessments Embedded in Simulations and Games"
Quelle	In: Measurement: Interdisciplinary Research and Perspectives, 12 (2014) 1-2, S.51-53 (3 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1536-6367
DOI	10.1080/15366367.2014.921034
Schlagwörter	Task Analysis; Models; Educational Assessment; Word Problems (Mathematics); Simulation; Educational Games; Competence + Suchen Sie Ihr Suchwort? Aufgabenanalyse; Analogiemodell; Education; assessment; Bewertungssystem; Textaufgabe; Simulation program; Simulationsprogramm; Educational game; Lernspiel; Kompetenz
Abstract	María Oliveri, and Saad Khan write that the article: "How Task Features Impact Evidence from Assessments Embedded in Simulations and Games" provided helpful illustrations regarding the implementation of evidence-centered assessment design (Mislevy & Haertel, 2006; Mislevy, Steinberg, & Almond, 1999) with games and simulations. Oliveri and Khan found the use of contrasting running examples, "Newton's Playground" (Shute & Ventura, 2013) and "Mathematics Word Problem" (Hiebert & Wearne, 1993), to be very useful in illustrating several key ideas of embedding assessments in games and simulations. For instance, they found the explanation of how to use games and construct maps useful particularly toward achieving the goal of measuring noncognitive constructs such as creativity and conscientiousness. Oliveri and Khan believe that the use of games is an interesting approach toward the assessment of such constructs. Primarily, they have been measured through the use of self- and peer-ratings; these have been criticized, among other reasons, for low reliability (Kyllonen, 2012). They suggest that an alternative approach toward measuring them by collecting data and responses directly from the test taker is important as it may help counteract some of the difficulties associated with using ratings. Further elaborations in relation to how to measure these constructs in games and simulations would have been helpful. One way in which this could have been done is by presenting contrasting examples that not only focused on a mathematics word problem but also drew upon examples of measures used to assess students' noncognitive traits. In other words, although the use of a mathematics word problem provides a contrast to the assessment of physics knowledge, it does not set the context for the assessment of noncognitive constructs. Despite the challenges in game design and validation, Oliveri and Khan believe the article provides a thorough account of various aspects of task design, which are important not only in understanding "Newton's Playground," but also toward the development of other games and simulations. (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