Assessing Complex Patterns of Student Resources and Behavior in the Large Scale. Issue 1 (May 2019)

• Record Type: Journal Article
• Authors: Neumann, Knut; Schecker, Horst; Theyßen, Heike
• Other Names: Berman Amy I. guest-editor.; Feuer Michael J. guest-editor.; Pellegrino James W. guest-editor.
• Is Part Of: Annals of the American Academy of Political and Social Science. Volume 683:Issue 1(2019)
• Page Start: 233
• Page End: 249
• Publication Date: 2019-05
• Subjects: competence -- experimentation -- sociocognitive perspective -- performance assessment -- large scale; Social sciences -- Periodicals; Social sciences -- United States -- Periodicals; Political science -- Periodicals; United States -- Politics and government -- Periodicals; 300
• DOI: 10.1177/0002716219844963
• Languages: English
• ISSNs: 0002-7162

Abstract

Large-scale assessments still focus on those aspects of students' competence that can be evaluated using paper-and-pencil tests (or computer-administered versions thereof). Performance tests are considered costly due to administration and scoring, and, more importantly, they are limited in reliability and validity. In this article, we demonstrate how a sociocognitive perspective provides an understanding of these issues and how, based on this understanding, an argument-based approach to assessment design, interpretation, and use can help to develop comprehensive, yet reliable and valid, performance-based assessments of student competence. More specifically, we describe the development of a computer-administered, simulation-based assessment that can reliably and validly assess students' competence to plan, perform, and analyze physics experiments at a large scale. Data from multiple validation studies support the potential of adopting a sociocognitive perspective and assessments based on an argument-based approach to design, interpretation, and use. We conclude by discussing the potential of simulations and automated scoring methods for reliable and valid performance-based assessments of student competence.