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Sociocognitive and Argumentation Perspectives on Psychometric Modeling in Educational Assessment

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  • Robert J. Mislevy

    (University of Maryland)

Abstract

Rapid advances in psychology and technology open opportunities and present challenges beyond familiar forms of educational assessment and measurement. Viewing assessment through the perspectives of complex adaptive sociocognitive systems and argumentation helps us extend the concepts and methods of educational measurement to new forms of assessment, such as those involving interaction in simulation environments and automated evaluation of performances. I summarize key ideas for doing so and point to the roles of measurement models and their relation to sociocognitive systems and assessment arguments. A game-based learning assessment SimCityEDU: Pollution Challenge! is used to illustrate ideas.

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  • Robert J. Mislevy, 2024. "Sociocognitive and Argumentation Perspectives on Psychometric Modeling in Educational Assessment," Psychometrika, Springer;The Psychometric Society, vol. 89(1), pages 64-83, March.
    • Handle: RePEc:spr:psycho:v:89:y:2024:i:1:d:10.1007_s11336-024-09966-5
    DOI: 10.1007/s11336-024-09966-5
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    References listed on IDEAS

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    1. N. Verhelst & C. Glas, 1993. "A dynamic generalization of the Rasch model," Psychometrika, Springer;The Psychometric Society, vol. 58(3), pages 395-415, September.
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