Evidence-Centered Design for Digitally Simulated Laboratory Assessments

• In Event: Classroom Assessment SIG Posters: On Assessing Collaborative Learning and Oral Participation, Designing Assessments, Formative Assessment

Abstract

Cross-curricular competencies, such as creativity and problem-solving, lead to the practices and culture of doing as a part of learning. This presents unique challenges for both classroom and standardized assessment: how can disciplinary practices be assessed, especially when they are deeply intertwined with conceptual learning? In this paper, we outline how a digitally-simulated laboratory assessment (DSLA) can be designed using the evidence-centered design (ECD) framework to assess competencies within any scientific domain. We pay particular attention to the ways in which DSLAs can overcome difficulties within the ECD framework to operationalize competencies such as scientific inquiry through iterative refinement of the evidence model through expert modeling, log file analysis, and think-aloud interviews.

Authors

• Stephanie Hladik, University of Colorado - Boulder

• Man-Wai Chu, University of Calgary

• Marie-Claire Shanahan, University of Calgary