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Integrated simulation performance assessment design characteristics

Design · All designs
Evidence · 1 claim (1 for) · 1 study (1 design), q2 · 0 of 1 report an effect size · 1 claim rests on one study

Description

The report enumerates four design characteristics of its integrated simulation performance assessment: "(a) relevant, project-based scenarios that include meaningful, real-world tasks; (b) individual and team processes and products; (c) a technology base using Web-based, networked systems; and (d) model-based assessments that integrate types of cognitive learning, grade level, and content area." This pattern describes the lesson/unit-level design of technology-based performance assessment suites combining individual and team tasks.

Design Implications

Context

Requirements

  • A Web-based, networked technology base

Constraints

  • Assessments are model-based and tied to the CRESST model of learning

Target Learners

  • students assessed across grade levels and content areas

Target Goals

  • authentic performance assessment of cognitive learning types

Claims

Examples

Key Sources

  • Chung, G. K. W. K., Herl, H. E., Klein, D. C. D., O'Neil, H. F., Jr., & Schacter, J. (1997). Estimate of the Potential Costs and Effectiveness of Scaling Up CRESST Assessment Software. https://eric.ed.gov/?id=ED418102
Page metadata
Field Value
type design
id integrated-simulation-assessment-design-characteristics
title Integrated simulation performance assessment design characteristics
description The report enumerates four design characteristics of its integrated simulation performance assessment: "(a) relevant, project-based scenarios that include meaningful, real-world tasks; (b) individual and team processe...
status review
generated by process:wiki-ingest on 2026-09-25
trust unverified — no one has confirmed this page's content
sources 1 — chung-1997

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