Analysing performance in authentic digital scenarios

Abstract

© Springer Nature Singapore Pte Ltd. 2018. When components of authentic learning are enabled by technology and the event-level interactions of learners are recorded as a historical stream of items, a voluminous and varied data record of the performance in the scenario rapidly accumulates into a transcript. This transcript, the context in which it was created, and based on it, the purposes, intentions, and practical utilities of making interpretations and inferences about what someone knows and can do is key to analysing performance in authentic digital scenarios. However, an effective assessment system not only provides a signifier of what people know via a classification and token such as a grade or badge, but also provides evidence of actions, artefacts, and processes, how knowledge was formed over time, and how well the person is able to apply the knowledge in specific situations.