Standards for Developing Assessments of Learning Using Process Data

Abstract

Digital technology is changing assessment of learning. Digitised assessment can be more administratively efficient, more easily scaled, more effectively targeted to individual levels of performance, more integrated into the learning environment, more interactive, and it can support more imaginative, colourful, interactive and timely feedback. However, in this chapter, it is argued that ‘more, faster and prettier’ is only part of the assessment story of the first quarter of the twenty-first century. Education institutions are also being pressed to make distinctive shifts in what is learned and thus in what is assessed. Students now need to establish mastery of complex learning outcomes that extend beyond the cognitive domain, and beyond mastery of content knowledge, to mastery of competence and skill, including soft skills, or general capabilities. This chapter explores this assessment frontier, examining whether and how large quantities of digital, process-oriented data generated from learning management systems and other digital learning tools can be used to make reliable and valid judgments about the degree to which student have mastered complex general capabilities. It is argued that ‘metrolytic’ standards for development of assessment tools can be applied to ensure the requisite validity and reliability.