A cognitive task analysis with implications for designing simulation-basedperformance assessment

To function effectively as a learning environment, a simulation system must present learners with situations in which they use relevant knowledge, ski lls, and abilities. To function effectively as an assessment, such a system must additionally be able to evoke and interpret observable evidence about targeted knowledge in a manner that is principled, defensible, and fitting to the purpose at hand (e.g. licensure, achievement testing, coached pract ice). This article concerns an evidence-centered approach to designing a co mputer-based performance assessment of problem solving. The application is a prototype licensure test, with supplementary feedback, for prospective us e in the field of dental hygiene. We describe a cognitive task analysis des igned to: (1) tap the knowledge hygienists use when they assess patients, p lan treatments, and monitor progress; and (2) elicit behaviors that manifes t this knowledge. After summarizing the results of the analysis, we discuss implications for designing student models, evidentiary structures, task fr ameworks, and simulation capabilities required for the proposed assessment. (C) 1999 Elsevier Science Ltd. All rights reserved.