The Expanded Evidence-Centered Design (e-ECD) for Learning and Assessment Systems: A Framework for Incorporating Learning Goals and Processes Within Assessment Design
Evidence-centered design (ECD) is a framework for the design and development of assessments that ensures consideration and collection of validity evidence from the onset of the test design. Blending learning and assessment requires integrating aspects of learning at the same level of rigor as aspect...
| Main Authors: | , , , , |
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| Format: | Article |
| Language: | English |
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Frontiers Media S.A.
2019-04-01
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| Series: | Frontiers in Psychology |
| Subjects: | |
| Online Access: | https://www.frontiersin.org/article/10.3389/fpsyg.2019.00853/full |
| _version_ | 1819116628375240704 |
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| author | Meirav Arieli-Attali Meirav Arieli-Attali Sue Ward Jay Thomas Benjamin Deonovic Alina A. von Davier |
| author_facet | Meirav Arieli-Attali Meirav Arieli-Attali Sue Ward Jay Thomas Benjamin Deonovic Alina A. von Davier |
| author_sort | Meirav Arieli-Attali |
| collection | DOAJ |
| description | Evidence-centered design (ECD) is a framework for the design and development of assessments that ensures consideration and collection of validity evidence from the onset of the test design. Blending learning and assessment requires integrating aspects of learning at the same level of rigor as aspects of testing. In this paper, we describe an expansion to the ECD framework (termed e-ECD) such that it includes the specifications of the relevant aspects of learning at each of the three core models in the ECD, as well as making room for specifying the relationship between learning and assessment within the system. The framework proposed here does not assume a specific learning theory or particular learning goals, rather it allows for their inclusion within an assessment framework, such that they can be articulated by researchers or assessment developers that wish to focus on learning. |
| first_indexed | 2024-12-22T05:20:07Z |
| format | Article |
| id | doaj.art-c9fafd7f303d4e56a504e0d77ff3282e |
| institution | Directory Open Access Journal |
| issn | 1664-1078 |
| language | English |
| last_indexed | 2024-12-22T05:20:07Z |
| publishDate | 2019-04-01 |
| publisher | Frontiers Media S.A. |
| record_format | Article |
| series | Frontiers in Psychology |
| spelling | doaj.art-c9fafd7f303d4e56a504e0d77ff3282e2022-12-21T18:37:45ZengFrontiers Media S.A.Frontiers in Psychology1664-10782019-04-011010.3389/fpsyg.2019.00853441982The Expanded Evidence-Centered Design (e-ECD) for Learning and Assessment Systems: A Framework for Incorporating Learning Goals and Processes Within Assessment DesignMeirav Arieli-Attali0Meirav Arieli-Attali1Sue Ward2Jay Thomas3Benjamin Deonovic4Alina A. von Davier5ACTNext, ACT Inc., Iowa City, IA, United StatesFordham University, New York City, NY, United StatesACT Inc., Iowa City, IA, United StatesACT Inc., Iowa City, IA, United StatesACTNext, ACT Inc., Iowa City, IA, United StatesACTNext, ACT Inc., Iowa City, IA, United StatesEvidence-centered design (ECD) is a framework for the design and development of assessments that ensures consideration and collection of validity evidence from the onset of the test design. Blending learning and assessment requires integrating aspects of learning at the same level of rigor as aspects of testing. In this paper, we describe an expansion to the ECD framework (termed e-ECD) such that it includes the specifications of the relevant aspects of learning at each of the three core models in the ECD, as well as making room for specifying the relationship between learning and assessment within the system. The framework proposed here does not assume a specific learning theory or particular learning goals, rather it allows for their inclusion within an assessment framework, such that they can be articulated by researchers or assessment developers that wish to focus on learning.https://www.frontiersin.org/article/10.3389/fpsyg.2019.00853/fulltask designtechnology-based assessmentblended assessment and learningdevelopment frameworkEvidence model |
| spellingShingle | Meirav Arieli-Attali Meirav Arieli-Attali Sue Ward Jay Thomas Benjamin Deonovic Alina A. von Davier The Expanded Evidence-Centered Design (e-ECD) for Learning and Assessment Systems: A Framework for Incorporating Learning Goals and Processes Within Assessment Design Frontiers in Psychology task design technology-based assessment blended assessment and learning development framework Evidence model |
| title | The Expanded Evidence-Centered Design (e-ECD) for Learning and Assessment Systems: A Framework for Incorporating Learning Goals and Processes Within Assessment Design |
| title_full | The Expanded Evidence-Centered Design (e-ECD) for Learning and Assessment Systems: A Framework for Incorporating Learning Goals and Processes Within Assessment Design |
| title_fullStr | The Expanded Evidence-Centered Design (e-ECD) for Learning and Assessment Systems: A Framework for Incorporating Learning Goals and Processes Within Assessment Design |
| title_full_unstemmed | The Expanded Evidence-Centered Design (e-ECD) for Learning and Assessment Systems: A Framework for Incorporating Learning Goals and Processes Within Assessment Design |
| title_short | The Expanded Evidence-Centered Design (e-ECD) for Learning and Assessment Systems: A Framework for Incorporating Learning Goals and Processes Within Assessment Design |
| title_sort | expanded evidence centered design e ecd for learning and assessment systems a framework for incorporating learning goals and processes within assessment design |
| topic | task design technology-based assessment blended assessment and learning development framework Evidence model |
| url | https://www.frontiersin.org/article/10.3389/fpsyg.2019.00853/full |
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