Sociocognitive and Argumentation Perspectives on Psychometric Modeling in Educational Assessment

Area of Science:

• Educational measurement
• Psychology
• Computer science

Background:

• Psychology and technology advancements create new educational assessment challenges.
• Traditional measurement methods may not capture complex interactions in digital environments.

Purpose of the Study:

• To extend educational measurement concepts to novel assessment forms.
• To explore the integration of complex adaptive sociocognitive systems and argumentation in assessment.
• To illustrate these ideas using a game-based learning assessment.

Main Methods:

• Utilizing perspectives from complex adaptive sociocognitive systems.
• Applying argumentation theory to assessment design.
• Examining the role of measurement models in relation to these systems and arguments.

Main Results:

• Key ideas for extending educational measurement were summarized.
• The relationship between measurement models, sociocognitive systems, and assessment arguments was clarified.
• SimCityEDU: Pollution Challenge! served as a practical illustration.

Conclusions:

• Complex adaptive sociocognitive systems and argumentation offer a framework for next-generation educational assessment.
• Measurement models are crucial for validating assessments in interactive and automated contexts.
• This approach enhances the evaluation of learning in simulation-based and performance-based assessments.