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Theoretical Issues of Using Simulations and Games in Educational Assessment

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Assessment issues in simulations and games
Brain Training Games
Category=JNC
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Cognitive Task Analysis
Construct Irrelevant Variance
Construct Maps
creativity and critical thinking skills
digital learning environments
Digital Twin
Direct Writing Assessment
Dynamic Bayesian Network
ECD
educational measurement
educational psychology
educational technology
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ESSA
Eva L. Baker
Game Architecture
Game Developers
Game Mechanics
games and simulations
Harold F. O'Neil
Harold F. O’Neil
immersive systems
Innovative Technologies
K-12 Testing Programs
Large Scale Assessment
Letter Number Task
military training assessment
Multiple Object Tracking Task
National Academies
OECD Project
Packet Tracer
PBS Kid
performance evaluation methods
psychometric analysis
Psychometrics
qualitative assessment
quantitative assessment
Ray Perez
Research Testbed
Response Space
Scoring Rules
simulation-based assessment frameworks
SJT
Statistical Thinking
Steve Watson
Student Model Variables
system architecture
Task Design
testing and assessment
theoretical frameworks
Unreal Tournament

Product details

  • ISBN 9780367243685
  • Weight: 544g
  • Dimensions: 152 x 229mm
  • Publication Date: 27 Aug 2021
  • Publisher: Taylor & Francis Ltd
  • Publication City/Country: GB
  • Product Form: Hardback
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Description

Presenting original studies and rich conceptual analyses, this volume reports on theoretical issues involved in the use of simulations and games in educational assessment. Chapters consider how technologies can be used to effectively assess, modify, and enhance learning and assessment in education and training.

By highlighting theoretical issues arising from the use of games and simulations as assessment tools for selection and classification, training, and evaluation across educational and workplace contexts, the volume offers both broad conceptual views on assessment, as well as rich descriptions of various, context-specific applications. Through a focus that includes both quantitative and qualitative approaches, policy implications, meta-analysis, and constructs, the volume highlights commonalities and divergence in theoretical research being conducted in relation to K-12, post-secondary, and military education and assessment. In doing so, the collection enhances understanding of how games and simulations can intersect with the science of learning to improve educational outcomes.

Given its rigorous and multidisciplinary approach, this book will prove an indispensable resource for researchers and scholars in the fields of educational assessment and evaluation, educational technology, military psychology, and educational psychology.
About

Harold F. O’Neil is Professor of Educational Psychology and Technology in the Rossier School of Education, University of Southern California, US.

Eva L. Baker is a Distinguished Professor at UCLA and founding Director of CRESST, US.

Ray S. Perez is a Program Officer of the Cognitive Science of Learning Program, Office of Naval Research, US.

Stephen E. Watson is Chief Inventor, Affinity Associates LLC, US.