Abstract
Persistent elements and relationships underlie the design and delivery
of educational assessments,
despite their widely varying purposes, contexts, and data types. One
starting point for analyzing
these relationships is the assessment as experienced by the examinee:
�What kinds of questions
are on the test?,� �Can I do them in any order?,� �Which ones did
I get wrong?,� and �What�s my
score?� These questions, asked by people of all ages and backgrounds,
reveal an awareness that an
assessment generally entails the selection and presentation of tasks,
the scoring of responses, and
the accumulation of these response evaluations into some kind of summary
score. A four-process
architecture is presented for the delivery of assessments: Activity
Selection, Presentation, Response
Processing, and Summary Scoring. The roles and the interactions among
these processes, and how
they arise from an assessment design model, are discussed. The ideas
are illustrated with hypothetical
examples. The complementary modular structures of the delivery processes
and the design
framework are seen to encourage coherence among assessment purpose,
design, and delivery, as
well as to promote efficiency through the reuse of design objects
and delivery processes.
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