Process Data in NAEP: Past, Present, and Future

Autor/inn/en	Bergner, Yoav; von Davier, Alina A.
Titel	Process Data in NAEP: Past, Present, and Future
Quelle	In: Journal of Educational and Behavioral Statistics, 44 (2019) 6, S.706-732 (27 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1076-9986
DOI	10.3102/1076998618784700
Schlagwörter	National Competency Tests; Data Collection; Data Analysis; Cognitive Processes; Behavior; Computer Assisted Testing; Data Use; National Assessment of Educational Progress + Suchen Sie Ihr Suchwort? Data capture; Datensammlung; Auswertung; Cognitive process; Kognitiver Prozess
Abstract	This article reviews how National Assessment of Educational Progress (NAEP) has come to collect and analyze data about cognitive and behavioral processes (process data) in the transition to digital assessment technologies over the past two decades. An ordered five-level structure is proposed for describing the uses of process data. The levels in this hierarchy range from ignoring the processes (i.e., counting only the outcomes), to incorporating process data as auxiliary or essential in addition to the outcome, to modeling the process as the outcome itself, either holistically in a rubric score or in a measurement model that accounts for sequential dependencies. Historical examples of these different uses are described as well as recent results using nontraditional analytical approaches. In the final section, speculative future directions incorporating state-of-the-art technologies and analysis methods are described with an eye toward hard-to-measure constructs such as higher order problem-solving and collaboration. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01