Abstract
Evidence-centered design (ECD) is a framework for the design and development of assessments that ensures consideration and collection of validity evidence from the onset of the test design. Blending learning and assessment requires integrating aspects of learning at the same level of rigor as aspects of testing. In this paper, we describe an expansion to the ECD framework (termed e-ECD) such that it includes the specifications of the relevant aspects of learning at each of the three core models in the ECD, as well as making room for specifying the relationship between learning and assessment within the system. The framework proposed here does not assume a specific learning theory or particular learning goals, rather it allows for their inclusion within an assessment framework, such that they can be articulated by researchers or assessment developers that wish to focus on learning.
Highlights
There is a growing need for the development of assessments that are connected and relevant to learning and teaching, and several attempts have been made in recent years to focus on this topic in conferences and journals
There are other alternatives frameworks for the design and development of assessment that follow a principled approach, such as the Cognitive Design System (Embretson, 1998), the Assessment Engineering framework (Luecht, 2013), the Principled Design for Efficacy framework (Nichols et al, 2015), or the Principled Assessment Design framework (Nichols et al, 2016). These frameworks may be perceived as alternatives to the Evidence-centered design (ECD), and one might find any of them as a candidate for a similar expansion the way we demonstrate executing for the ECD in this paper
We offer a comprehensive expansion of the ECD framework, such that learning aspects are specified for each of the three models in the CAF and are determined a priori to the system design
Summary
There is a growing need for the development of assessments that are connected and relevant to learning and teaching, and several attempts have been made in recent years to focus on this topic in conferences and journals. The number of variables and their grain size are determined by the potential use of the assessment, and it can range from 1 (e.g., the θ in college admission tests such as the GRE, SAT, and ACT) to several subskills arranged in a map or a net (e.g., a net example, see Mislevy et al, 1999; a math competency map, see Arieli-Attali and Cayton-Hodges, 2014; two versions of a game-based physics competency model, see Kim et al, 2016) These variables can be derived by conducting a cognitive task analysis of the skill by experts, analyzing the content domain, or relying on a theory of knowledge and research findings. We provide a general outline for how to specify a KSA-change model, but in each system this process may take a different shape
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