The Expanded Evidence-Centered Design (e-ECD) for Learning and Assessment Systems: A Framework for Incorporating Learning Goals and Processes Within Assessment Design

Arieli‐Attali, Meirav; Ward, Sue; Thomas, Jay C.; Deonovic, Benjamin; Davier, Alina A. von

doi:10.3389/fpsyg.2019.00853

Cited by 38 publications

(21 citation statements)

References 32 publications

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“…This model stipulates how the CAF models will work together to generate enough evidence to measure the construct under investigation (Almond, Mislevy, Steinberg, Yan, & Williamson, 2015). There are proposals to expand ECD by incorporating learning into the four models to form an expanded ECD or e-ECD, although they have not been actualised (Arieli-Attali, Ward, Thomas, Deonovic, & Davier, 2019).…”

Section: Theoretical Frameworkmentioning

confidence: 99%

“…The second emerging branch is computational psychometrics that employs complex models such as Bayesian Networks that use performance data to make probabilistic decisions about learners' skills (e.g. Almond et al, 2015;Arieli-Attali et al, 2019). Some studies in the current review did not explicitly declare the method of performance data analysis they adopted.…”

Section: Analysis Of Performance Data Based On the Tasksmentioning

confidence: 99%

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Game-Based Assessment of School Readiness Domains of 3-8-year-old-children: A Scoping Review

Amukune

Barrett

Józsa

2022

J. New Approaches Educ. Res.

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Precise assessment of school readiness is critical because it has practical and theoretical implications for children’s school and life success. However, school readiness assessment mainly relies on teacher reports and a few direct evaluations requiring a trained examiner. Studies indicate that 80% of games and apps target preschool children and education, suggesting that apps are familiar and fun for this age group. Previous reviews have focused on these apps’ training capability but not on their assessment of school readiness. This Scoping review examines 31 studies published from 2011-2019. The Evidence Centred Design (ECD) framework was used to evaluate game-based assessment (GBA) suitability to assess school readiness domains. Results show that it is possible to assess school readiness using GBA. Most studies assessed cognitive domains in school settings and adopted an external assessment of the tasks. However, most studies only evaluated one competency, and few intervention strategies targeted the enhancement of school readiness. Besides, few studies followed the ECD framework strictly. Implications include expanding the assessment to other school readiness domains with a real-time inbuilt assessment that conforms to the ECD framework. GBA provides a new approach to assess school readiness outside or inside the school settings in this online era.

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Section: Theoretical Frameworkmentioning

confidence: 99%

Section: Analysis Of Performance Data Based On the Tasksmentioning

confidence: 99%

Game-Based Assessment of School Readiness Domains of 3-8-year-old-children: A Scoping Review

Amukune

Barrett

Józsa

2022

J. New Approaches Educ. Res.

View full text Add to dashboard Cite

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“…Is all the evidence for a construct comparable when different students attempt different tasks? In a recent study, Arieli-Attali et al ( 2019 ) described an extension to the ECD framework (termed e-ECD) such that it includes the specifications of the relevant aspects of learning at each of the three core models in the ECD, and it makes room for specifying the relationship between learning and assessment within the system. The proposed framework does not assume a specific learning theory or learning goals, but rather allows for their inclusion within an assessment framework, such that they can be articulated by researchers or assessment developers that wish to focus on learning.…”

Section: Design Considerations For Learning and Assessment Tasksmentioning

confidence: 99%

Imagine: Design for Creative Thinking, Learning, and Assessment in Schools

2020

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Although not generally included in classroom activities of the past, cultivating creative thinking is considered one of the core strands in future-focused learning in schools. Learning focused on creative thinking is uncommon in school, mainly due to a lack of consensus on the definition of the creative thinking competency and a lack of effective methods designed for curriculum-embedded implementations of creative thinking learning and assessment in classrooms. This paper describes the development of a framework for formative assessments of creative thinking frameworks and provides considerations for the design of technology-enhanced learning and assessment in support of creative thinking competency in students. Task models described in the paper aimed to cultivate creative thinking and elicit evidence on competency development in students. Future directions for the development and validation of learning and assessment approaches are discussed.

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“…17th International Conference on Cognition and Exploratory Learning in Digital Age (CELDA 2020) Evidence-Centered Design (ECD) is the framework for the design and implementation of assessments that provides systematic overview of evidences of educational progress (Arieli-Attali et al, 2019). It was introduced by Mislevy et al (1994) and developed by many other scholars (Phelps et al, 2020;Johnson et al, 2018;Hao & Mislevy, 2018).…”

Section: Key Concept: Educational Assessment and Evidence-centered Designmentioning

confidence: 99%

Applying Layered Graphs to Evidence Centered Design Based Serious Games Assessment

2020

Proceedings of the 17th International Conference on Cognition and Exploratory Learning in the Digital Age (CELDA 2020)

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In this paper authors propose idea for inclusion of the Evidence Centered-Design (ECD) driven assessments into graph-based scenarios/levels generating system. The concept is to position ECD's evidences as elements of layered graphs representing game state and possible player's/student's actions. Graph's series of productions can be then compared to task assigned to player/student and evaluated. This mechanism combines one of the most popular methods of designing educational assessments with procedural generation of scenarios/levels and with core ideas derived from game designsuch as concept of mechanics, represented here as the game design patterns.

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The Expanded Evidence-Centered Design (e-ECD) for Learning and Assessment Systems: A Framework for Incorporating Learning Goals and Processes Within Assessment Design

Cited by 38 publications

References 32 publications

Game-Based Assessment of School Readiness Domains of 3-8-year-old-children: A Scoping Review

Game-Based Assessment of School Readiness Domains of 3-8-year-old-children: A Scoping Review

Imagine: Design for Creative Thinking, Learning, and Assessment in Schools

Applying Layered Graphs to Evidence Centered Design Based Serious Games Assessment

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