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Innovating Assessments to Measure and Support Complex Skills

image of Innovating Assessments to Measure and Support Complex Skills

Policy makers around the world recognise the importance of developing young people’s 21st century skills like problem solving, creative thinking, self-regulation and collaboration. Many countries also include these skills as part of the intended learning outcomes of their education systems. To shift intention into practice, educational assessments need to better measure what matters. Innovative assessments are needed that combine conceptual, technological and methodological advances in educational measurement.

This report explores new approaches to measuring complex skills through a practical and applied assessment design lens, bringing together perspectives from leading experts to consider what we can learn from the learning sciences to define more authentic assessment experiences and expand the range of skills we are able to measure in both disciplinary and cross-disciplinary contexts of practice. The report also examines how technology can expand our possibilities for innovation, including the creation of more interactive and immersive problems and the generation of meaningful sources of potential evidence about students’ proficiency. Finally, the report explores how we can make sense of the rich data captured in interactive digital environments using new analytical approaches, and how we can ensure the valid interpretation and use of results from innovative assessments.

English

Uses of process data in advancing the practice and science of technology-rich assessments

Digital assessments and technological advances provide opportunities for significant innovations in assessments, including assessing complex constructs where both the solution and the response processes are important assessment targets. This chapter discusses how technology-rich assessments can capture data representing test takers’ response processes at a large scale that may provide insights on students’ knowledge and abilities and how they interact and engage with assessments. It discusses three key uses of process data captured on digital platforms during the test-taking processes, including for improving assessment design and score quality and validity, for providing evidence of the targeted construct, and for investigating group comparisons and fairness. The chapter describes each of these key uses and appropriate methodologies for optimising the use of process data in digital assessments.

English

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