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Design, Technology, and Measurement Considerations in Virtual-Reality Assessment

Design, Technology, and Measurement Considerations in Virtual-Reality Assessment

Sean P. Gyll, Karen K. Shader, Paul Zikas, George Papagiannakis
Copyright: © 2023 |Pages: 29
ISBN13: 9781668476444|ISBN10: 1668476444|ISBN13 Softcover: 9781668476482|EISBN13: 9781668476451
DOI: 10.4018/978-1-6684-7644-4.ch008
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MLA

Gyll, Sean P., et al. "Design, Technology, and Measurement Considerations in Virtual-Reality Assessment." Designing Context-Rich Learning by Extending Reality, edited by Jason Braun and Goran Trajkovski, IGI Global, 2023, pp. 132-160. https://doi.org/10.4018/978-1-6684-7644-4.ch008

APA

Gyll, S. P., Shader, K. K., Zikas, P., & Papagiannakis, G. (2023). Design, Technology, and Measurement Considerations in Virtual-Reality Assessment. In J. Braun & G. Trajkovski (Eds.), Designing Context-Rich Learning by Extending Reality (pp. 132-160). IGI Global. https://doi.org/10.4018/978-1-6684-7644-4.ch008

Chicago

Gyll, Sean P., et al. "Design, Technology, and Measurement Considerations in Virtual-Reality Assessment." In Designing Context-Rich Learning by Extending Reality, edited by Jason Braun and Goran Trajkovski, 132-160. Hershey, PA: IGI Global, 2023. https://doi.org/10.4018/978-1-6684-7644-4.ch008

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Abstract

Virtual reality (VR) simulations as an assessment tool represent a much-needed effort to move beyond the shortcomings of today's forms-based measures. Within VR, we assess for competency and problem-solving skills versus the content memorization typically supported by multiple-choice assessments. This chapter reviews the development process for the behavioral healthcare coordination VR assessment deployed at Western Governors University. It follows three patients undergoing behavioral health care treatment and highlights essential design, technology, and measurement considerations in developing a VR assessment. For any assessment program, construct validity is the chief validity component. This means that standards-based principles must be maintained to support the inferences drawn from test scores. However, without a framework for developing and maintaining those standards, assessment developers are left to their own devices to determine which practices are most likely to be effective. This chapter provides practical examples to aid assessment professionals in maintaining those standards.

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