Statistical methods for innovative assessments

In education, computer-based innovative assessments have gained popularity as technological advances have made these more affordable and accessible. An assessment through the medium of a computer enables the use of new types of innovative tasks with increased interactivity which were previously not feasible to use and also makes possible the frequent repeated measurement of individuals. Having the assessment on a computer also adds the possibility of collecting data not only on the final response to the task but also about how the response to the task was given. For example, information about the time spent on the task, the number of clicks made or specific sequences of actions can be collected. Information regarding how a response was given can collectively be named process data. The research direction of this strand is to propose new methods for analysing innovative tasks, repeated measurements and process data and to apply the methods in analyses of educational assessments. The areas of application are for example within the Norwegian national assessments, international large-scale assessments and small-scale computer-based learning platforms.