%0 Journal Article
%T Assessing Complex Patterns of Student Resources and Behavior in the Large Scale
%A Heike TheyŁżen
%A Horst Schecker
%A Knut Neumann
%J The ANNALS of the American Academy of Political and Social Science
%@ 1552-3349
%D 2019
%R 10.1177/0002716219844963
%X Large-scale assessments still focus on those aspects of studentsĄŻ competence that can be evaluated using paper-and-pencil tests (or computer-administered versions thereof). Performance tests are considered costly due to administration and scoring, and, more importantly, they are limited in reliability and validity. In this article, we demonstrate how a sociocognitive perspective provides an understanding of these issues and how, based on this understanding, an argument-based approach to assessment design, interpretation, and use can help to develop comprehensive, yet reliable and valid, performance-based assessments of student competence. More specifically, we describe the development of a computer-administered, simulation-based assessment that can reliably and validly assess studentsĄŻ competence to plan, perform, and analyze physics experiments at a large scale. Data from multiple validation studies support the potential of adopting a sociocognitive perspective and assessments based on an argument-based approach to design, interpretation, and use. We conclude by discussing the potential of simulations and automated scoring methods for reliable and valid performance-based assessments of student competence
%K competence
%K experimentation
%K sociocognitive perspective
%K performance assessment
%K large scale
%U https://journals.sagepub.com/doi/full/10.1177/0002716219844963