The purpose of this review study is to examine how science simulations are used for assessment purposes. Eleven assessments were identified from 67 reviewed computer-based science assessments. Based on these 11 assessments, we concluded that by including simulations, science assessments would measure critical competences that are authentic and meaningful. By focusing on identifying meaningful features of response units and patterns of interaction data, automated scoring of simulations could be feasible and facilitated the applications of simulation into assessment practices. The simulations are thus able to serve as curriculum embedded assessments by taking advantages of evaluated interactions to offer contingent scaffolding to students while they are engaging in learning activities.
|出版狀態||已發佈 - 2012 一月 1|
|事件||20th International Conference on Computers in Education, ICCE 2012 - Singapore, 新加坡|
持續時間: 2012 十一月 26 → 2012 十一月 30
|其他||20th International Conference on Computers in Education, ICCE 2012|
|期間||2012/11/26 → 2012/11/30|
ASJC Scopus subject areas