Search results for author:"John T. Behrens"
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Technological Implications for Assessment Ecosystems: Opportunities for Digital Technology to Advance Assessment
John T. Behrens; Kristen E. DiCerbo
Teachers College Record Vol. 116, No. 11 (2014)
Background: It would be easy to think the technological shifts in the digital revolution are simple incremental progressions in societal advancement. However, the nature of digital technology is resulting in qualitative differences in nearly all...
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Design Patterns for Learning and Assessment: Facilitating the Introduction of a Complex Simulation-Based Learning Environment into a Community of Instructors
Dennis C. Frezzo; John T. Behrens; Robert J. Mislevy
Journal of Science Education and Technology Vol. 19, No. 2 (April 2010) pp. 105–114
Simulation environments make it possible for science and engineering students to learn to interact with complex systems. Putting these capabilities to effective use for learning, and assessing learning, requires more than a simulation environment...
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Creating a Complex Measurement Model Using Evidence Centered Design
David M. Williamson; Malcom Bauer; Linda S. Steinberg; Robert J. Mislevy; John T. Behrens
Annual Meeting of the American Educational Research Association 2003 (2003)
In computer-based simulations meant to support learning, students must bring a wide range of relevant knowledge, skills, and abilities to bear jointly as they solve meaningful problems in a learning domain. To function efficiently as an assessment,...
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Using Evidence-Centered Design to Develop Advanced Simulation-Based Assessment and Training
Malcolm I. Bauer; David M. Williamson; Robert J. Mislevy; John T. Behrens
World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2003 (2003) pp. 1495–1502
This paper describes how simulation-based training and assessment systems can be created using Evidence-Centered Design (ECD). Traditionally it has been difficult to embed valid assessment and feedback within complex simulations. ECD enables one to...
Topics: System Configurations, Human Computer Interaction, Training, Assessment
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Introduction to Evidence Centered Design and Lessons Learned from Its Application in a Global E-Learning Program
John T. Behrens; Robert J. Mislevy; Malcolm Bauer; David M. Williamson; Roy Levy
International Journal of Testing Vol. 4, No. 4 (Dec 01, 2004) pp. 295–301
This article introduces the assessment and deployment contexts of the Networking Performance Skill System (NetPASS) project and the articles in this section that report on findings from this endeavor. First, the educational context of the Cisco...
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Design Rationale for a Complex Performance Assessment
David M. Williamson; Malcolm Bauer; Linda S. Steinberg; Robert J. Mislevy; John T. Behrens; Sarah F. DeMark
International Journal of Testing Vol. 4, No. 4 (Dec 01, 2004) pp. 303–332
In computer-based interactive environments meant to support learning, students must bring a wide range of relevant knowledge, skills, and abilities to bear jointly as they solve meaningful problems in a learning domain. To function effectively as an ...
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On the Roles of External Knowledge Representations in Assessment Design
Robert J. Mislevy; John T. Behrens; Randy E. Bennett; Sarah F. Demark; Dennis C. Frezzo; Roy Levy; Daniel H. Robinson; Daisy Wise Rutstein; Valerie J. Shute; Ken Stanley; Fielding I. Winters
Journal of Technology, Learning, and Assessment Vol. 8, No. 2 (January 2010)
People use external knowledge representations (KRs) to identify, depict, transform, store, share, and archive information. Learning how to work with KRs is central to be-coming proficient in virtually every discipline. As such, KRs play central...