Sociocognitive and Argumentation Perspectives on Psychometric Modeling in Educational Assessment

Area of Science:

• Educational measurement
• Psychology
• Computer science

Background:

• Rapid advancements in psychology and technology present new challenges for traditional educational assessment.
• Existing assessment methods may not adequately capture learning in complex, technology-rich environments.

Purpose of the Study:

• To extend educational measurement concepts and methods to novel assessment forms.
• To explore the application of complex adaptive sociocognitive systems and argumentation to assessment.

Main Methods:

• Utilizing theoretical frameworks of complex adaptive sociocognitive systems and argumentation.
• Examining the roles of measurement models in relation to these systems and assessment arguments.
• Illustrating concepts with a game-based learning assessment (SimCityEDU: Pollution Challenge!).

Main Results:

• Demonstrates how sociocognitive systems and argumentation perspectives can inform new assessment designs.
• Highlights the importance of measurement models in understanding complex performances.
• Provides a practical example of applying these ideas in a game-based learning context.

Conclusions:

• The integration of sociocognitive systems and argumentation offers a robust framework for next-generation educational assessment.
• This approach is crucial for evaluating learning in interactive simulation environments and automated performance evaluations.
• Future research should continue to develop and validate these extended measurement approaches.