Implications of Evidence‐Centered Design for Educational Testing
Implications of Evidence‐Centered Design for Educational Testing
复制标题
以证据为中心的设计对教育测试的影响
DOI：
10.1111/j.1745-3992.2006.00075.x
复制
发表时间：
2007
期刊：
影响因子：
--
通讯作者：
G. Haertel
中科院分区：
文献类型：
--
作者：
R. Mislevy;G. Haertel
以证据为中心的评估设计(ECD)为设计和交付教育评估提供了语言、概念和知识表征，所有这些都是围绕评估要体现的证据论点来组织的。本文从分析领域、安排论证、为任务和度量模型等业务元素创建模式、实施评估和执行业务流程等方面对ECD进行了描述。我们认为，这个框架帮助设计师利用测量、技术、认知心理学和领域学习的发展。ECD工具和应用程序的例子摘自原则性调查评估设计(PADI)项目。重点关注大规模测试的影响，如国家问责措施，并特别关注基于计算机的模拟任务。
Evidence-centered assessment design (ECD) provides language, concepts, and knowledge representations for designing and delivering educational assessments, all organized around the evidentiary argument an assessment is meant to embody. This article describes ECD in terms of layers for analyzing domains, laying out arguments, creating schemas for operational elements such as tasks and measurement models, implementing the assessment, and carrying out the operational processes. We argue that this framework helps designers take advantage of developments from measurement, technology, cognitive psychology, and learning in the domains. Examples of ECD tools and applications are drawn from the Principled Assessment Design for Inquiry (PADI) project. Attention is given to implications for large-scale tests such as state accountability measures, with a special eye for computer-based simulation tasks.