Jody Clarke-Midura and Chris DedeAssessment, Technology and

Change

an article summarized by:FAOYAN AGUS FURYANTO

(16705261021)

The Student of Yogyakarta State University

To meet the requirement of NCLB, it is recomended to develop a variety of assessment strategies, including

performance assessment that colectivelly will fullfill requirement

Assessment based on immersive technologies and mediated

performances are potentially more practical than performance

assessment that were developed and studied in the past.

There is feasibility of virtual performance assessments to assess

scientific inquiry for use in school settings as a standardized

component of an accountability program.

Jody Clarke-Midura and Chris Dede have developed VPAs that measure students’ science inquiry learning in

context. These assessments are loosely based on authentic

ecosystems and are designed to measure identical constructs across

each implementation.

Introduction

Purpose of the study

1

2

To desscribe how immersive technologies develop virtual performance assessment

To provide reliable and valid technology assessment for virtual performance assessment based on NSES academic standards around science content and inquiry practices

Virtual Perfomance AssessmentVirtual Performance Assessments are three dimensional (3D) contexts where digitized participants engage in virtual activities and experiences

Assessment in a 3-D immersive environment.

Each participant takes on the identity of an avatar: a virtual persona that can move around the 3D context.

Simulation of an authentic, real-world setting

Measurement of complex problem solving through inquiry

Assessment in a 3-D immersive environment

Each participant takes on the identity of an avatar: a virtual persona that can move around the 3D context

Simulation of an authentic, real-world setting

Measurement of complex problem solving through inquiry

Using Immersive Technologies for Performance AssessmentIn VPAs, teachers base the evaluation of student performanceon measurements captured as in-world interactions.

These interactions allow them to assess what students know and do not know about science inquiry and problem solving.

The interactions in the VPA facilitate the demonstration of students’ knowledge and skills

To examine the situated design assumptions about how the VPA facilitates the immersive assessment of science inquiry, Teachers conducted an empirical investigation of student perceptions of the assessment utility of the VPA for this purpose.

Using Immersive Technologies for Performance Assessment

Teacher took a real

ecosystem and created

a high fidelity

immersive virtual

environment

Before students enter the

environment, they watch a video that introduces them to the

narrative

students investigate the

marine ecosystem and must discover why the kelp

forest is depleting

They take on the identity of a scientist and have an avatar they move around the virtual

world. Their avatar can interact with non-player characters

(NPCs) teacher have programmed; walk around and observe visual clues; and use tools of scientists to measure

salinity, nitrates, and temperature anywhere in the

world

Teachers are capturing everything the student does in the world, from the moment they enter the environment until

the moment they leave.

These data streams are recorded in XML in a back-end architecture that allows for real

time analysis of student paths in the ecosystem as well as logging for later

analysis.

Through the use of XML, the data are tokenized; that is, sensitive data such as student responses or test scores

are shielded or kept out of the data stream to substantially minimize any risk of compromise or

exposure.

To further ensure data integrity, teachers

encrypt them before sending

Reliable and Valid Technology Based Performance Assessments

In order to ensure construct validity, they are using the Evidence-Centered Design (ECD) framework to design their assessments (Mislevy, Steinberg, & Almond, 2003).

ECD is a comprehensive framework that contains four stages of design: Phase 1: domain analysis, Phase 2: domain modeling, Phase 3: conceptual assessment framework and

compilation, Phase 4: a four-phase delivery architecture

To assess the reliability of performance assessments, they plan to conduct a series of generalizability studies. Generalizability theory (g-theory) is a statistical theory that

allows decision makers to study the dependability of behavioral measures and procedures (Shavelson & Webb, 1991)

G-theory was first introduced as a statistical theory by Cronbach, Gleser, Nanda, and Rajaratnam (1972) To extend the limitations of using classical test theory, which

provides an estimate of a person’s true score on a test, by allowing researchers to generalize about a persons’ behavior in a defined universe from observed scores .

Classical test theory can estimate only one source of error at a time, whereas in g-theory, multiple sources of error can be measured in a single analysis. (Cronbach et al.,

1972; Shavelson & Webb, 1991)

Conclusion

Virtual assesssment will alleviate the need for extensive training for administering tasks

Virtual assessment alleviate the need for providing material and kits for hands-on task

Using digital media for assessment enables the use of measures based on performance using visualization, simulation data-analysis tool.

Virtual assessment allow for rich learning experiences and the ability to

conduct experiments that may take too much time to use for learning or

assessment purposes.

Thank You