Abstract
Immersive Environments (IEs) hold many promises for learning. They represent an active approach to learning and are intended to facilitate better, deeper learning of competencies relevant for success in today’s complex, interconnected world. To harness the power of these environments for educational purposes (i.e., to support learning), we need valid assessments of the targeted competencies. In this chapter we focus on how to design and develop such valid assessments, particularly those providing an ongoing, unobtrusive collection and analysis of data as students interact within IEs. The accumulated evidence on learning thus provides increasingly reliable and valid inferences about what students know and can do across multiple contexts. This type of assessment is called “stealth assessment” and is applied toward the real-time measurement and support of learning in IEs—of cognitive and non-cognitive variables. The steps toward building a stealth assessment in an IE are presented through a worked example in this chapter, and we conclude with a discussion about future stealth assessment research, to move this work into classrooms for adaptivity and personalization.
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Acknowledgements
This research did not receive any specific grant from funding agencies in the public, commercial, or not-for-profit sectors, however we do acknowledge the intellectual support by Chris Dede and John Richards, as well as various reviewers that we received while writing this chapter.
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Shute, V., Rahimi, S., Emihovich, B. (2017). Assessment for Learning in Immersive Environments. In: Liu, D., Dede, C., Huang, R., Richards, J. (eds) Virtual, Augmented, and Mixed Realities in Education. Smart Computing and Intelligence. Springer, Singapore. https://doi.org/10.1007/978-981-10-5490-7_5
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