The Effect of Scenario-Based Assessment on Student Performance, Cognitive Load, and Engagement

• In Event: Assessments in STEM Education in the Public School Classroom

Abstract

In this study, we used a between-subjects design to examine the effects of embedding assessment within broader real-world contexts on student performance, engagement, and cognitive load. 991 middle school pre-algebra students took one of three test forms with or without an overarching scenario tying together items across the assessment, as well as external measures designed to address comparability of the forms and students, and claims often made in arguments for or against scenario-based assessment. No significant differences were found between the three forms in their measurement properties or in students’ self-reported cognitive load or engagement. In addition, no significant differences were identified between forms when looking at comparisons by students’ gender, race/ethnicity, SES, or performance on state assessments.

Authors

• Sarah Ohls, ETS

• Peter Van Rijn, ETS Global

• Jingyuan Huang