Epistemic Network Analysis: A Prototype for 21st-Century Assessment of Learning

TLDR

Digital learning environments emphasize learning in action and require assessments that focus on contextual performance, leveraging rich data streams captured by digital tools. The article investigates how to assess mastery of complex problem solving in digital learning environments using data from learning in action. The authors propose evidence‑centered design, linking models of understanding, observable actions, and evaluation rubrics, as a framework to assess learning in digital environments.

Abstract

In this article we examine educational assessment in the 21st century. Digital learning environments emphasize learning in action. In such environments, assessments need to focus on performance in context rather than on tests of abstracted and isolated skills and knowledge. Digital learning environments also provide the potential to assess performance in context, because digital tools make it possible to record rich streams of data about learning in progress. But what assessment methods will use this data to measure mastery of complex problem solving—the kind of thinking in action that takes place in digital learning environments? Here we argue that one way to address this challenge is through evidence-centered design1—a framework for developing assessments by systematically linking models of understanding, observable actions, and evaluation rubrics to provide evidence of learning. We examine how evidence-centered design can address the challenge of assessment in new media learning environments by present...