Structural, Functional, and Semiotic Symmetries in Simulation-Based Games and Assessments

Behrens, John T.; Frezzo, Dennis; Mislevy, Robert J.; Kroopnick, Marc; Wise, Daisy

doi:10.4324/9781315096773-4

Cited by 5 publications

(5 citation statements)

References 1 publication

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“…When combined with a new implementation and systems approach to understanding educational assessment, this led us to think in a forward manner regarding what computer technologies could offer for the conceptualization and delivery of assessment activities (Behrens et al, 2012). Second, while many discussions of ECD emphasize this important evidentiary aspect of assessment (and their operational consequences) we equally found benefit from ECD's detailing the elements of assessment delivery in a way that is sufficiently abstract as to include human language (Mislevy, Steinberg, & Almond, 2002), a broad range of classroom activities (Mislevy, Behrens, DiCerbo, & Levy, in press), games (Behrens, Frezzo, Mislevy, Kroopnick, & Wise 2008), and simulation in general (Frezzo, Behrens, Mislevy, West, & DiCerbo, 2009).…”

Section: Link Activity Data and Inferencesmentioning

confidence: 95%

Technological Implications for Assessment Ecosystems: Opportunities for Digital Technology to Advance Assessment

Behrens

DiCerbo

2014

Teachers College Record: The Voice of Scholarship in Education

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Background It would be easy to think the technological shifts in the digital revolution are simple incremental progressions in societal advancement. However, the nature of digital technology is resulting in qualitative differences in nearly all parts of daily life. Purpose This paper investigates how the new capabilities for understanding, exploring, simulating, and recording activity in the world open possibilities for rethinking assessment and learning activities. Research Design This analytic essay enumerates three changes to assessment likely to result from the ability to gather data from every day learning activities. Findings The digital revolution allows us to use technology to extend human abilities, represent the world, and collect and store data in previously unavailable ways, all opening new possibilities for the unobtrusive ubiquitous assessment of learning. This is a dramatic shift from previous eras in which physical collection of data was often obtrusive and likely to cause reactive effects when inserted into daily activity. These shifts have important implications for assessment theory and practice and the potential to transform how we ultimately make inferences about students. Conclusions/Recommendations The emerging universality of digital tasks and contexts in the home, workplace, and educational environments will drive changes in assessment. We can think about natural integrated activities rather than decontextualized items, connected social people rather than isolated individuals, and the integration of information gathering into the process of teaching and learning, rather than as a separate isolated event. As the digital instrumentation needed for educational assessment increasingly becomes part of our natural educational, occupational, and social activity, the need for intrusive assessment practices that conflict with learning activities diminishes.

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Section: Link Activity Data and Inferencesmentioning

confidence: 95%

Technological Implications for Assessment Ecosystems: Opportunities for Digital Technology to Advance Assessment

Behrens

DiCerbo

2014

Teachers College Record: The Voice of Scholarship in Education

Self Cite

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“…In contrast, in the educational practice of teachers, the assessment model has been much more fluid: interactions occur repeatedly over time, the context of activity is consistent with current goals, observations and performance are made and characterized formally and informally, and the subsequent activities of instruction are introduced in light of previous performance. In such contexts, assessment becomes a natural ubiquitous and unobtrusive (Behrens, Frezzo, Mislevy, Kroopnick, & Wise, 2007) side effect in the natural environment or what Shute calls stealth assessment (Shute, Ventura, Bauer, & Zapata‐Rivera, 2009).…”

Section: Assessment In the Digital Oceanmentioning

confidence: 99%

Assessment for Learning with Diverse Learners in a Digital World

DiCerbo

2020

Educational Measurement

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We have the ability to capture data from students' interactions with digital environments as they engage in learning activity. This provides the potential for a reimagining of assessment to one in which assessment become part of our natural education activity and can be used to support learning. These new data allow us to more closely examine the processes learners use to solve problems, not just their final solutions, so educators can be more targeted in their intervention. New capabilities may address some of the consistent criticisms of assessment, but they also present new dangers, particularly for diverse learners. Systems are in danger of replicating the biases from our non‐digital world in our digital tasks and in the creation of the scoring tools that accompany them.

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“…On the other hand, the effects of the different qualities of teachers on the performance of students in secondary schools with a standards-based curriculum that is offered in a blended learning environment, for which they use the Cisco Networking Academy Curriculum [8]. A comparison between assessmentbased learning and game-based learning in their research [9]. The authors created a game on the Packet Tracer simulator to be analyzed considering defined categories throughout the study.…”

Section: Literature Review -Previous Workmentioning

confidence: 99%

Characterization of the impact on the society of the local cisco networking academy of ITSA in Barranquilla

Hernandez

Marchena²,

Wibawa³

2020

Bull.Socinf.The.App

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By 1997, Cisco Systems, a company already consolidated in the technology and communications market, saw the need to train personnel who had the skills to configure, manage, install and support all its products in general at all levels, from design to the implementation of solutions. In Colombia, more precisely in the city of Barranquilla, the ITSA University Institution in the early 2000s saw an excellent opportunity to ally with the University created by Cisco, called Cisco Networking Academy, to train professionals in the Caribbean region capable of face the new challenges that technology in networks is generating day by day, becoming in the first Institution of higher education in the region to provide this type of training with international certification and endorsement. From then on, the local Cisco academy has strengthened and significantly impacted local society, generating valued and skilled labor in the labor market of the city and the region. The purpose of this work is to measure this impact, focused on the Cisco, CCNA, and CCNP flagship courses between 2015 and 2019, verifying how ITSA, through the Cisco Academy, has transformed lives. The research methodology is descriptive, exploratory, and documentary

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Structural, Functional, and Semiotic Symmetries in Simulation-Based Games and Assessments

Cited by 5 publications

References 1 publication

Technological Implications for Assessment Ecosystems: Opportunities for Digital Technology to Advance Assessment

Technological Implications for Assessment Ecosystems: Opportunities for Digital Technology to Advance Assessment

Assessment for Learning with Diverse Learners in a Digital World

Characterization of the impact on the society of the local cisco networking academy of ITSA in Barranquilla

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