The Current Applications of Simulations in Computer-based Science Assessments

Abstract

The purpose of this review study is to examine how science simulations are used for assessment purposes. Eleven assessments were identified from 67 reviewed computer-based science assessments. Based on these 11 assessments, we concluded that by including simulations, science assessments would measure critical competences that are authentic and meaningful. By focusing on identifying meaningful features of response units and patterns of interaction data, automated scoring of simulations could be feasible and facilitated the applications of simulation into assessment practices. The simulations are thus able to serve as curriculum embedded assessments by taking advantages of evaluated interactions to offer contingent scaffolding to students while they are engaging in learning activities.