Using Evidence-Centered Design to Support the Development of Culturally and Linguistically Sensitive Collaborative Problem-Solving Assessments

Autor/inn/en	Oliveri, María Elena; Lawless, René; Mislevy, Robert J.
Titel	Using Evidence-Centered Design to Support the Development of Culturally and Linguistically Sensitive Collaborative Problem-Solving Assessments
Quelle	In: International Journal of Testing, 19 (2019) 3, S.270-300 (31 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1530-5058
DOI	10.1080/15305058.2018.1543308
Schlagwörter	Cooperation; Problem Solving; Evidence Based Practice; 21st Century Skills; Student Diversity; Student Evaluation; Evaluation Methods; Test Construction + Suchen Sie Ihr Suchwort? Co-operation; Kooperation; Problemlösen; Schulnote; Studentische Bewertung; Testaufbau
Abstract	Collaborative problem solving (CPS) ranks among the top five most critical skills necessary for college graduates to meet workforce demands (Hart Research Associates, 2015). It is also deemed a critical skill for educational success (Beaver, 2013). It thus deserves more prominence in the suite of courses and subjects assessed in K-16. Such inclusion, however, presents the need for improvements in the conceptualization, design, and analysis of CPS, which challenges us to think differently about assessing the skills than the current focus given to assessing individuals' substantive knowledge. In this article, we discuss an Evidence-Centered Design approach to assess CPS in a culturally and linguistically diverse educational environment. We demonstrate ways to consider a sociocognitive perspective to conceptualize and model possible linguistic and/or cultural differences between populations along key stages of assessment development including assessment conceptualization and design to help reduce possible construct-irrelevant differences when assessing complex constructs with diverse populations. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01