Rationale A statement that Model-based reasoning concerns describes the rationale or making inferences about real-world use of the design pattern. situations through the entities and It explains a general structures of a model. When the model is situation in which it might not appropriate for the job at hand, either be applied. because it does not fit or it does not adequately capture the salient aspects of the situation, it is necessary to be able to revise the model. Focal The primary knowledge, Ability, in a given situation, to modify Knowledge, skills, and abilities (KSAs) a given model so that its features Skills and targeted by the design better match the features of that Abilities pattern. These describe situation for the purpose at hand. the learning outcomes Recognizing the need to revise a that can be assessed provisional model. through items that are Modifying the provisional model informed by the design appropriately and efficiently. pattern. Justifying the revisions in of the inadequacies of the provisional model. Additional Other knowledge, skills, Ability to detect anomalies not Knowledge, and abilities that may be explained by existing model (i.e., Skills and required by this design model evaluation) Abilities pattern. KSAs make Familiarity with real-world situation explicit the Domain area knowledge (declarative, demands that conceptual, and procedural) the assessment situation Familiarity with required modeling places on the student tool(s) which allows the Familiarity with required symbolic assessment designer to representations associated acknowledge these procedures (especially statistical sources of potentially methods) irrelevant variance in a Familiarity with task type (e.g., student’s score, i.e., materials, protocols, expectations) variance caused by Ability to engage in model use factors other than the Knowledge of model at issue student’s true knowledge skills and abilities that are the intended measurement targets of the assessment item. Potential Ways in students are Identification of reasons why the Work able to demonstrate provisional model needs revision. Products evidence of KSAs. These Select new elements (via are things students say, to add to provisional to be do or make. consistent with logic of needed model revision Choice or production of revised model
Rationale A statement that describes the rationale or use of the design pattern. It explains a general situation in which it might be applied. Model-based reasoning concerns making inferences about real-world situations through the entities and structures of a model. When the model is not appropriate for the job at hand, either because it does not fit or it does not adequately capture the salient aspects of the situation, it is necessary to be able to revise the model. Focal Knowledge, Skills and Abilities The primary knowledge, skills, and abilities (KSAs) targeted by the design pattern. These describe the learning outcomes that can be assessed through items that are informed by the design pattern. Ability, in a given situation, to modify a given model so that its features better match the features of that situation for the purpose at hand. Recognizing the need to revise a provisional model. Modifying the provisional model appropriately and efficiently. Justifying the revisions in of the inadequacies of the provisional model. Additional Knowledge, Skills and Abilities Other knowledge, skills, and abilities that may be required by this design pattern. KSAs make explicit the demands that the assessment situation places on the student which allows the assessment designer to acknowledge these sources of potentially irrelevant variance in a student’s score, i.e., variance caused by factors other than the student’s true knowledge skills and abilities that are the intended measurement targets of the assessment item. Ability to detect anomalies not explained by existing model (i.e., model evaluation) Familiarity with real-world situation Domain area knowledge (declarative, conceptual, and procedural) Familiarity with required modeling tool(s) Familiarity with required symbolic representations associated procedures (especially statistical methods) Familiarity with task type (e.g., materials, protocols, expectations) Ability to engage in model use Knowledge of model at issue Potential Work Products Ways in students are able to demonstrate evidence of KSAs. These are things students say, do or make. Identification of reasons why the provisional model needs revision. Select new elements (via to add to provisional to be consistent with logic of needed model revision Choice or production of revised model