Computer-based assessment of problem solving

The purpose of this article is to examine the components required to assess student problem solving in technology environments. The article begins wit h a brief discussion of the purposes of testing, theft provides an example demonstrating the difference between retention and transfer, defines and an alyzes problem solving, and explores techniques and standards for measuring the quality of student understanding. Families of cognitive demands (e.g. problem solving) are identified that can serve as the frameworks for the de sign of learning, teaching, and testing applications. These models are inte nded to be implemented in various subject matters. Next, a set of key valid ity and fairness standards are presented to be considered in assessing the quality of assessments. Further, the criteria for validity are discussed th at are particularly relevant to computer-based assessment of problem solvin g. These criteria include cognitive complexity, sensitivity to instruction, meaningfulness, reliability, fairness, and linguistic appropriateness. It is argued that these purposes of assessment with appropriate cognitive dema nd frameworks and with key standards can be integrated into a coherent, tec hnology-based system of assessment for use in both public and classroom dis course. (C) 1999 Elsevier Science Ltd. All rights reserved.