• Madeleine Keehner
  • Burcu Arslan
  • Marlit Annalena Lindner
This chapter provides insights and principles from the decades-long cognitive and learning sciences research literature to inform the design of interactive digital assessment tasks and technology-enhanced items. An extensive overview is provided of some well-established cognitively based instructional design principles that have the potential to support the design of digital tasks to be consistent with human cognition and information processing constraints. In addition, considerations are outlined for how to design interactive digital tasks to collect useful process data for making valid inferences about test takers. Take-home conclusions and potential future directions are discussed for both assessment professionals and researchers.
Original languageEnglish
Title of host publicationInternational encyclopedia of education : Section Quantitative research / Educational measurement
EditorsRob Tierney, Fazal Rizvi, Kadriye Ercikan
Number of pages15
PublisherElsevier Inc.
Publication date01.10.2022
Edition4.
Pages171-184
Article numberSection 10025: Technology Enhanced Tasks and Items
ISBN (Print)9780128186305
ISBN (Electronic)978-0-12-818629-9
DOIs
Publication statusPublished - 01.10.2022
No renderer: handleNetPortal,dk.atira.pure.api.shared.model.researchoutput.ContributionToBookAnthology

    Research areas

  • Methodological research and method development - Cognition-centered design, Cognitive load, Digital assessment, Gestalt principles, Information processing, Interactive digital tasks, Multimedia design principles, echnology-enhanced items, process data, working memory

ID: 1785426