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Automated Scoring of Multicomponent Tasks

Automated Scoring of Multicomponent Tasks

William Lorié
Copyright: © 2016 |Pages: 32
ISBN13: 9781466694415|ISBN10: 1466694416|EISBN13: 9781466694422
DOI: 10.4018/978-1-4666-9441-5.ch024
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MLA

Lorié, William. "Automated Scoring of Multicomponent Tasks." Handbook of Research on Technology Tools for Real-World Skill Development, edited by Yigal Rosen, et al., IGI Global, 2016, pp. 627-658. https://doi.org/10.4018/978-1-4666-9441-5.ch024

APA

Lorié, W. (2016). Automated Scoring of Multicomponent Tasks. In Y. Rosen, S. Ferrara, & M. Mosharraf (Eds.), Handbook of Research on Technology Tools for Real-World Skill Development (pp. 627-658). IGI Global. https://doi.org/10.4018/978-1-4666-9441-5.ch024

Chicago

Lorié, William. "Automated Scoring of Multicomponent Tasks." In Handbook of Research on Technology Tools for Real-World Skill Development, edited by Yigal Rosen, Steve Ferrara, and Maryam Mosharraf, 627-658. Hershey, PA: IGI Global, 2016. https://doi.org/10.4018/978-1-4666-9441-5.ch024

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Abstract

Assessment of real-world skills increasingly requires efficient scoring of non-routine test items. This chapter addresses the scoring and psychometric treatment of a broad class of automatically-scorable complex assessment tasks allowing a definite set of responses orderable by quality. These multicomponent tasks are described and proposals are advanced on how to score them so that they support capturing gradations of performance quality. The resulting response evaluation functions are assessed empirically against alternatives using data from a pilot of technology-enhanced items (TEIs) administered to a sample of high school students in one U.S. state. Results support scoring frameworks leveraging the full potential of multicomponent tasks for providing evidence of partial knowledge, understanding, or skill.

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