Implications of a Sociocognitive Perspective on Educational Assessment with Connection to Computational Psychometrics
Abstract
We can view human learning and acting through the lens of complex adaptive sociocognitive systems. In this talk I first provide a sketch of a situative, sociocognitive perspective on human learning and acting, and its implications for educational assess for a new generation of educational assessments. There are roles for ideas and techniques from the distinct traditions of educational measurement and data analytics, synthesized in a computational psychometrics, so to speak. I highlight key ideas using an evidentiary-argument framework for assessment design, interpretation, and use.