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教育评估中心理测量建模的社会认知与论证视角

Sociocognitive and Argumentation Perspectives on Psychometric Modeling in Educational Assessment.

机构信息

University of Maryland, Annapolis, MD, 21409, USA.

出版信息

Psychometrika. 2024 Mar;89(1):64-83. doi: 10.1007/s11336-024-09966-5. Epub 2024 Apr 3.

DOI:10.1007/s11336-024-09966-5
PMID:38565794
原文链接:https://pmc.ncbi.nlm.nih.gov/articles/PMC11063006/
Abstract

Rapid advances in psychology and technology open opportunities and present challenges beyond familiar forms of educational assessment and measurement. Viewing assessment through the perspectives of complex adaptive sociocognitive systems and argumentation helps us extend the concepts and methods of educational measurement to new forms of assessment, such as those involving interaction in simulation environments and automated evaluation of performances. I summarize key ideas for doing so and point to the roles of measurement models and their relation to sociocognitive systems and assessment arguments. A game-based learning assessment SimCityEDU: Pollution Challenge! is used to illustrate ideas.

摘要

心理学和技术的快速发展为教育评估和测量带来了新的机遇和挑战，超越了我们熟悉的形式。从复杂适应的社会认知系统和论证的角度来看待评估，可以帮助我们将教育测量的概念和方法扩展到新的评估形式，例如涉及模拟环境中的互动和对表现的自动评估。我总结了这样做的关键思想，并指出了测量模型的作用及其与社会认知系统和评估论证的关系。一个基于游戏的学习评估——SimCityEDU：污染挑战！被用来举例说明这些想法。

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