Engin Bumbacher

Abstract

Interactive tasks allow us to look beyond whether learners arrive at the right answer and examine how they reason, struggle, revise, and use available resources along the way. Yet process traces do not constitute evidence of competence by themselves: what becomes observable, and what valid inferences those observations can support, depends fundamentally on the design of the task and computational environment. This presentation explores how these design choices can be accounted for more explicitly in process-based assessment, and how doing so can support richer interpretations of learners’ progress and support needs.