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International Association for Development of the Information Society, Paper presented at the International Association for Development of the Information Society (IADIS) International Conference on Cognition and Exploratory Learning in the Digital Age (CELDA) (12th, Maynooth, Greater Dublin, Ireland, Oct 24-26, 2015)

This paper briefly discusses four measurement challenges of data science or "big data" in educational assessments that are enabled by technology: 1. Dealing with change over time via time-based data. 2. How a digital performance space's relationships interact with learner actions, communications and products. 3. How layers of interpretation are formed from translations of atomistic data into meaningful larger units suitable for making inferences about what someone knows and can do. 4. How to represent the dynamics of interactions between and among learners who are being assessed by their interactions with each other as well as with digital resources and agents in digital performance spaces. Because of the movement from paper-based tests to online learning, and in order to make progress on these challenges, the authors advocate the restructuring of training of the next generation of researchers and psychometricians to specialize in data science in technology enabled assessments. This call to action stemmed from discussions at EDUsummIT 2013, which will be published in depth in a special issue of "Education and Information Technologies." [For the full proceedings, see ED562093.]

Descriptors: Measurement, Data Analysis, Psychometrics, Correlation, Inferences, Student Evaluation, Academic Achievement, Computer Software, Time, Problem Solving, Computer Assisted Testing, Achievement Tests, Secondary School Students, Case Studies, Educational Assessment

International Association for the Development of the Information Society. e-mail: secretariat[at]; Web site:

Author: Gibson, David C.; Webb, Mary; Ifenthaler, Dirk


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