Measuring what matters: Using technology to assess multidimensional learning
Measuring what matters: Using technology to assess multidimensional learning
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DOI：
10.1111/ejed.12269
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发表时间：
2018-06-01
影响因子：
2.4
通讯作者：
Pellegrino, James W.
中科院分区：
文献类型：
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作者：
Gane, Brian D.;Zaidi, Sania Z.;Pellegrino, James W.
在这篇文章中，我们描述了与评估复杂能力相关的挑战，这些能力被设想为21世纪的学习目标。这种能力通常反映了知识和技能的多个维度的整合。技术在他们的评估中起着至关重要的作用，从概念化到设计、数据收集和结果解释。我们使用科学熟练程度的案例来说明与评估多维学习的预期产品相关的挑战以及技术提供的好处。我们将评价发展作为一个以证据为中心的设计过程，并以中学科学中的案例为例进行了说明。然后，我们转向评估系统需要发展的方式，以扩大在创建和使用有效、可靠和公平的复杂、多层面学习评估方面可以做的事情的范围。最后，我们讨论了基于技术的评估系统的政策影响，重点是衡量什么是重要的，而不是衡量什么是容易的，因为我们选择评估的内容将成为教学的重点。评估政策和实践方面的重大进展需要投资于基于技术的评估的开发、验证和部署，这些评估反映了当代研究和理论所确定的多方面能力。
In this article we describe the challenges associated with assessing complex competencies envisioned as the targets of learning in the 21st century. Such competencies typically reflect the integration of multiple dimensions of knowledge and skill. Technology plays a crucial role in their assessment, from conceptualisation through design, data gathering and interpretation of results. We use the case of science proficiency to illustrate challenges associated with the assessment of the intended products of multidimensional learning and the benefits provided by technology. We frame assessment development as an evidence-centered design process and illustrate it by using cases drawn from middle school science. We then turn to ways in which assessment systems need to evolve to expand the scope of what can be done in the creation and use of valid, reliable and equitable assessments of complex, multidimensional learning. We conclude by discussing policy implications of technology-based assessment systems with an emphasis on measuring what matters versus measuring what is easy, since what we choose to assess will become the focus of instruction. Major advances in assessment policy and practice require investment in the development, validation and deployment of technology-based assessments that reflect the multidimensional competencies identified by contemporary research and theory.