在模拟环境中使用绩效任务来评估教师参与协调、积累和动态(CAD)能力的能力

IF 1 Q2 SOCIAL SCIENCES, INTERDISCIPLINARY
Jamie N. Mikeska, Heather Howell, C. Straub
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引用次数: 13

摘要

随着我们逐渐关注21世纪的技能,对需要复杂人际互动的能力评估的需求正在稳步增长。由于评估设计者的目标是解决这一需求,我们认为,在设计评估这些能力的任务情境时,一种通用语言对于理解和关注关键挑战的重要性。我们提供了协调的、累积的和动态的(CAD)描述符,作为理解这些能力的本质和测量它们所涉及的考虑的一种方式。我们使用了一个绩效任务的例子来衡量教师在基础科学中领导以论证为中心的讨论的能力,以说明我们所说的这种结构的协调性、积累性和动态性的含义,以及评估设计者在开发绩效任务来衡量这种结构时面临的挑战。我们的工作是独一无二的,因为我们设计了这些性能任务,部署在数字模拟教室环境中,其中包括由人类代理(称为模拟专家)控制的模拟学生。我们将说明这三个描述符的含义,并讨论我们如何在任务设计中处理各种考虑因素,以评估小学科学教师促进以论证为中心的讨论的能力。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Using Performance Tasks within Simulated Environments to Assess Teachers’ Ability to Engage in Coordinated, Accumulated, and Dynamic (CAD) Competencies
The demand for assessments of competencies that require complex human interaction is steadily growing as we move toward a focus on twenty-first century skills. As assessment designers aim to address this demand, we argue for the importance of a common language to understand and attend to the key challenges implicated in designing task situations to assess such competencies. We offer the descriptors coordinated, accumulated, and dynamic (CAD) as a way of understanding the nature of these competencies and the considerations involved in measuring them. We use an example performance task designed to measure teacher competency in leading an argumentation-focused discussion in elementary science to illustrate what we mean by the coordinated, accumulated, and dynamic nature of this construct and the challenges assessment designers face when developing performance tasks to measure this construct. Our work is unique in that we designed these performance tasks to be deployed within a digital simulated classroom environment that includes simulated students controlled by a human agent, known as the simulation specialist. We illustrate what we mean by these three descriptors and discuss how we addressed various considerations in our task design to assess elementary science teachers’ ability to facilitate argumentation-focused discussions.
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来源期刊
International Journal of Testing
International Journal of Testing SOCIAL SCIENCES, INTERDISCIPLINARY-
CiteScore
3.60
自引率
11.80%
发文量
13
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