College of Education *
College of Education *
Research at the College

Diagnostic Measurement in Innovative
Digital Learning Environments

Digital Learning

Within the context of a Diagnostic Measurement Research Group, Faculty member Dr. André A. Rupp and the Diagnostic Measurement Research Group colleagues in the Department of Measurement, Statistics and Evaluation are currently involved in three projects that focus on developing and investigating novel diagnostic measurement approaches for innovative digital learning environment such as serious educational games- and simulation-based environments. These projects are designed to advance our understanding of how 21st-century skills and domain-specific expertise in areas like urban planning and network engineering can be developed most effectively within learner-centered digital learning environments. Using interdisciplinary teams of researchers, this work integrates the most advanced theories about learning, natural language processing, document analysis, assessment design, and statistical modeling.

Key research questions being addressed:
  • How sensitive are different epistemic network statistics to detecting differences in players’ developing epistemic frames when they play different kinds of epistemic games?

  • Under what conditions can epistemic network statistics be used as reliable alternatives to more complex statistical measurement models for constructing evidence-based assessment narratives about players’ developing epistemic frames?

  • In what ways do analysts need to reframe their assessment narratives about players’ developing epistemic frames when they use different kinds of statistical measurement models due to their inherent properties?

  • How can design patterns be used to support thinking about formal assessment arguments within epistemic games, potential modifications to the game design, and interdisciplinary thinking about these kinds of assessment arguments more generally?
Key methods include:
-The development, implementation, and analysis of simulation studies for investigating the performance of novel analytic techniques for representing developing expertise of learners within such learning environments,

-The application of these novel analytic techniques and adapted latent-variable models to real and simulated data, and

-The application of principled assessment design frameworks such as evidence-centered design for refining existing learning environments and creating supplemental diagnostic assessments.