Design assessment tools to measure model components, integrate, be authorable, auto-score, and deploy on the Internet¶

Strategy · All strategies
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 states its tool design strategy directly: "Our strategy is to design assessment tools that (a) measure one or more components of the CRESST model of learning, (b) are stand-alone or integrate with other tools, (c) have authoring capability, (d) employ automated scoring and reporting, and (e) are Internet-deployable in both Windows and Macintosh environments." Each of the eight proposed tools is evaluated against these requirements.

Design Implications¶

Context¶

Requirements¶

• Tools must be authorable so content, scoring criteria, and interfaces can be customized for different audiences

Constraints¶

• Internet deployment requires an architecture-neutral language such as Java or downloadable plug-ins compatible with Netscape Navigator and Microsoft Explorer

Target Learners¶

• students and trainees of different ages using Windows or Macintosh environments

Target Learning Objectives¶

• automated assessment of cognitive learning outcomes

Claims¶

• CRESST assessment tools show feasibility in evaluation data, but reliability and validity information is limited [+W]

Related Principles¶

Examples¶

• Integrated simulation performance assessment design characteristics

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