On Instructional Utility, Statistical Methodology, and the Added Value of ECD: Lessons Learned from the Special Issue

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Published Oct 1, 2012
DOI https://doi.org/10.5281/zenodo.3554653
Brian Nelson
Arizona State University
Rebecca Nugent
Carnegie Mellon University
André A. Rupp
University of Maryland

Abstract

This special issue of JEDM was dedicated to bridging work done in the disciplines of educational and psychological assessment and educational data mining (EDM) via the assessment design and implementation framework of evidence-centered design (ECD). It consisted of a series of five papers: one conceptual paper on ECD, three applied case studies that use ECD and EDM tools, and one simulation study that relies on ECD for its design and EDM for its implementation. In this reflection piece we discuss some of the key lessons that we have learned from the articles in this special issue with respect to the instructional utility of the digital learning environments, the nature of the statistical methodologies used, and the added value of the ECD framework for the work conducted in these projects.

How to Cite

Nelson, B., Nugent, R., & Rupp, A. A. (2012). On Instructional Utility, Statistical Methodology, and the Added Value of ECD: Lessons Learned from the Special Issue. Journal of Educational Data Mining, 4(1), 224–230. https://doi.org/10.5281/zenodo.3554653
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Keywords

educational data mining, psychometrics, digital learning environments, statistical methods, instructional utility, special issue

Issue
Vol. 4 No. 1 (2012): Special Issue on Diagnostic Measurement in Complex Learning Environments Using Evidence-centered Design
Section
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