Psychometric and Evidentiary Advances, Opportunities, and Challenges for Simulation-Based Assessment

Research output: Contribution to journalArticle

12 Citations (Scopus)

Abstract

This article characterizes the advances, opportunities, and challenges for psychometrics of simulation-based assessments through a lens that views assessment as evidentiary reasoning. Simulation-based tasks offer the prospect for student experiences that differ from traditional assessment. Such tasks may be used to support evidentiary arguments that differ considerably from those typical in assessment. These novel assessment arguments are richer or more nuanced than those commonly used in terms of the targeted inferences about students, the evidence that facilitates those inferences, and the tasks that allow for the collection of such evidence. Driving principles of assessment are reviewed, and their implications for specifying student, task, and evidence models for simulation-based assessments are described. Potential pitfalls in these and related aspects of the assessment development process are described. Strategies for solutions to some of the more imminent challenges to psychometrics for simulations are discussed.

Original languageEnglish (US)
Pages (from-to)182-207
Number of pages26
JournalEducational Assessment
Volume18
Issue number3
DOIs
StatePublished - 2013

Fingerprint

psychometrics
simulation
evidence
student
experience

ASJC Scopus subject areas

  • Education

Cite this

Psychometric and Evidentiary Advances, Opportunities, and Challenges for Simulation-Based Assessment. / Levy, Roy.

In: Educational Assessment, Vol. 18, No. 3, 2013, p. 182-207.

Research output: Contribution to journalArticle

@article{771b0e6975b1428299f73d72013a5b1b,
title = "Psychometric and Evidentiary Advances, Opportunities, and Challenges for Simulation-Based Assessment",
abstract = "This article characterizes the advances, opportunities, and challenges for psychometrics of simulation-based assessments through a lens that views assessment as evidentiary reasoning. Simulation-based tasks offer the prospect for student experiences that differ from traditional assessment. Such tasks may be used to support evidentiary arguments that differ considerably from those typical in assessment. These novel assessment arguments are richer or more nuanced than those commonly used in terms of the targeted inferences about students, the evidence that facilitates those inferences, and the tasks that allow for the collection of such evidence. Driving principles of assessment are reviewed, and their implications for specifying student, task, and evidence models for simulation-based assessments are described. Potential pitfalls in these and related aspects of the assessment development process are described. Strategies for solutions to some of the more imminent challenges to psychometrics for simulations are discussed.",
author = "Roy Levy",
year = "2013",
doi = "10.1080/10627197.2013.814517",
language = "English (US)",
volume = "18",
pages = "182--207",
journal = "Educational Assessment",
issn = "1062-7197",
publisher = "Routledge",
number = "3",

}

TY - JOUR

T1 - Psychometric and Evidentiary Advances, Opportunities, and Challenges for Simulation-Based Assessment

AU - Levy, Roy

PY - 2013

Y1 - 2013

N2 - This article characterizes the advances, opportunities, and challenges for psychometrics of simulation-based assessments through a lens that views assessment as evidentiary reasoning. Simulation-based tasks offer the prospect for student experiences that differ from traditional assessment. Such tasks may be used to support evidentiary arguments that differ considerably from those typical in assessment. These novel assessment arguments are richer or more nuanced than those commonly used in terms of the targeted inferences about students, the evidence that facilitates those inferences, and the tasks that allow for the collection of such evidence. Driving principles of assessment are reviewed, and their implications for specifying student, task, and evidence models for simulation-based assessments are described. Potential pitfalls in these and related aspects of the assessment development process are described. Strategies for solutions to some of the more imminent challenges to psychometrics for simulations are discussed.

AB - This article characterizes the advances, opportunities, and challenges for psychometrics of simulation-based assessments through a lens that views assessment as evidentiary reasoning. Simulation-based tasks offer the prospect for student experiences that differ from traditional assessment. Such tasks may be used to support evidentiary arguments that differ considerably from those typical in assessment. These novel assessment arguments are richer or more nuanced than those commonly used in terms of the targeted inferences about students, the evidence that facilitates those inferences, and the tasks that allow for the collection of such evidence. Driving principles of assessment are reviewed, and their implications for specifying student, task, and evidence models for simulation-based assessments are described. Potential pitfalls in these and related aspects of the assessment development process are described. Strategies for solutions to some of the more imminent challenges to psychometrics for simulations are discussed.

UR - http://www.scopus.com/inward/record.url?scp=84883522517&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=84883522517&partnerID=8YFLogxK

U2 - 10.1080/10627197.2013.814517

DO - 10.1080/10627197.2013.814517

M3 - Article

AN - SCOPUS:84883522517

VL - 18

SP - 182

EP - 207

JO - Educational Assessment

JF - Educational Assessment

SN - 1062-7197

IS - 3

ER -