CIRCA:Conceptual Framework for Modeling, Assessing and Supporting Competencies within Game Environments - Shute, V. J., Masduki, I., & Donmez, O.

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Shute, V. J., Masduki, I., & Donmez, O. (2010). Conceptual Framework for Modeling, Assessing and Supporting Competencies within Game Environments. Technology Instruction Cognition and Learning, 8(2), 137–161. Retrieved from: http://myweb.fsu.edu/vshute/pdf/TICL2010.pdf  
Shute, V. J., Masduki, I., & Donmez, O. (2010). Conceptual Framework for Modeling, Assessing and Supporting Competencies within Game Environments. Technology Instruction Cognition and Learning, 8(2), 137–161. Retrieved from: http://myweb.fsu.edu/vshute/pdf/TICL2010.pdf  
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Shute et al. describe a conceptual framework and tools for “modeling, assessing, and supporting important competencies via assessments embedded within immersive games”. The framework takes the existing evidence-centered-design (ECD ) formulated by Mislevy, Steinberg, and Almond (2003) and employ Bayesian networks (Pearl, 1988) and extends ECD by embedding evidence-based assessments within interactive enviroments.
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Shute et al. describe a conceptual framework and tools for “modeling, assessing, and supporting important competencies via assessments embedded within immersive games”. (pg. 138) The framework takes the existing evidence-centered-design (ECD ) formulated by Mislevy, Steinberg, and Almond (2003) and employ Bayesian networks (Pearl, 1988) and extends ECD by embedding evidence-based assessments within interactive enviroments.
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“The steps of this approach involve the following: (a) define the competency model for systems thinking; (b) determine indicators of the low-level nodes in the CM relative to particular game actions; (c) specify scoring rules for the indicators; and (d) develop evidence models that statistically link the indicators to particular nodes in the CM via Bayes nets (or any other method for accumulating evidence).”
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“The steps of this approach involve the following: (a) define the competency model for systems thinking; (b) determine indicators of the low-level nodes in the CM relative to particular game actions; (c) specify scoring rules for the indicators; and (d) develop evidence models that statistically link the indicators to particular nodes in the CM via Bayes nets (or any other method for accumulating evidence).” (pg. 156)

Current revision as of 04:08, 28 February 2013

Conceptual Framework for Modeling, Assessing and Supporting Competencies within Game Environments

Shute, V. J., Masduki, I., & Donmez, O. (2010). Conceptual Framework for Modeling, Assessing and Supporting Competencies within Game Environments. Technology Instruction Cognition and Learning, 8(2), 137–161. Retrieved from: http://myweb.fsu.edu/vshute/pdf/TICL2010.pdf

Shute et al. describe a conceptual framework and tools for “modeling, assessing, and supporting important competencies via assessments embedded within immersive games”. (pg. 138) The framework takes the existing evidence-centered-design (ECD ) formulated by Mislevy, Steinberg, and Almond (2003) and employ Bayesian networks (Pearl, 1988) and extends ECD by embedding evidence-based assessments within interactive enviroments.

“The steps of this approach involve the following: (a) define the competency model for systems thinking; (b) determine indicators of the low-level nodes in the CM relative to particular game actions; (c) specify scoring rules for the indicators; and (d) develop evidence models that statistically link the indicators to particular nodes in the CM via Bayes nets (or any other method for accumulating evidence).” (pg. 156)

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