DOI

  • Knut Neumann
  • Horst Schecker
  • Heike Theyßen
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.
OriginalspracheEnglisch
ZeitschriftThe ANNALS of the American Academy of Political and Social Science
Jahrgang683
Ausgabenummer1
Seiten (von - bis)233-249
Seitenumfang17
ISSN0002-7162
DOIs
PublikationsstatusVeröffentlicht - 16.05.2019

ID: 992884