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1© 2003 Cisco Systems, Inc. All rights reserved.PTC 6/18/04
What Cisco’s ADI Group is Doing in Performance Testing
PTC: June 18, 2004
222© 2003 Cisco Systems, Inc. All rights reserved.PTC 6/18/04
Agenda
• Organizational Context
• Background of our Organization
• Assessment Strategy and Implementation
• Four Process Delivery Model
• Illustration: NetPASS
• Evaluation
• Moving Forward
3© 2003 Cisco Systems, Inc. All rights reserved.PTC 6/18/04
Organizational Context
444© 2003 Cisco Systems, Inc. All rights reserved.PTC 6/18/04
Areas we bring to bear:
• Statistical science
• Computing science
• Assessment science
• Psychological science
• Networking domain knowledge
5© 2003 Cisco Systems, Inc. All rights reserved.PTC 6/18/04
Some background on our work in the Networking Academies
666© 2003 Cisco Systems, Inc. All rights reserved.PTC 6/18/04
Global E-Learning Laboratory
Over 450,000 StudentsEnrolled
30,000 to 40,000 Online Tests DailyOver 30 million Total Tests Taken
10,000 + Academies,150 Countries
Over 24,000 Instructors
777© 2003 Cisco Systems, Inc. All rights reserved.PTC 6/18/04
And there is probably one in your neighborhood….
888© 2003 Cisco Systems, Inc. All rights reserved.PTC 6/18/04
New Courses Sponsored by IT Industry Leaders:
999© 2003 Cisco Systems, Inc. All rights reserved.PTC 6/18/04
So we have some decent delivery volume…….
0
100,000
200,000
300,000
400,000
500,000
600,000
700,000
800,000
900,000
1,000,000
1,100,000
1,200,000
January
Febru
ary
Marc
h
April
May
June
July
August
Septe
mber
Octo
ber
Novem
ber
Decem
ber
1999
2000
2001
2002
2003
10© 2003 Cisco Systems, Inc. All rights reserved.PTC 6/18/04
Assessment strategy and implementation in ADI
111111© 2003 Cisco Systems, Inc. All rights reserved.PTC 6/18/04
Some words about assessment implementation
• Assessment is about making inferences about knowledge, skills and abilities from limited data.
• Assessment development is not only about content, but about the models that allow us to make inferences from the observations.
121212© 2003 Cisco Systems, Inc. All rights reserved.PTC 6/18/04
Some over arching thoughts
• We conceptualize and work in assessment from end to end
• We have tremendous pressure to reduce time to market
• We will continually innovate in presentation, scoring and statistical technologies.
• All form assembly approaches require lots of items
• Items need to be complex to fight rote memorization
This suggests assessment and task design and construction are strongest leverage points
131313© 2003 Cisco Systems, Inc. All rights reserved.PTC 6/18/04
Performance Tasks
• Need similarity to real-world tasks
Cognitive
Visual
Physical
• Need to represent the relevant cognitive representations and features
141414© 2003 Cisco Systems, Inc. All rights reserved.PTC 6/18/04
Our primary framework for thinking about Assessment is Evidence Centered Design
• Provides a language for modern assessment
• Suggests structure for accomplishing the assessment
• Supports transfer and sharing
151515© 2003 Cisco Systems, Inc. All rights reserved.PTC 6/18/04
The world is complex ……..
161616© 2003 Cisco Systems, Inc. All rights reserved.PTC 6/18/04
From Mislevy, Steinberg & Almond (in press):
So is Evidence Centered Design
How do we describe the world and the important claims and tasks in the world
What components do the assessment tasks need?
How do we score the responses from tasks?
How do we pass that information to statistical analysis?
How do we understand and report these inferences?
171717© 2003 Cisco Systems, Inc. All rights reserved.PTC 6/18/04
Performance Task Design
• The need and design of performance tasks is determined during the claims and evidence process
What claims are we making about a student at the end of this course? (claims)
What evidence will we look for that determines the degree to which a student has met that claim? (evidence)
What situation can we set up for an examinee to demonstrate this evidence? (task specification)
181818© 2003 Cisco Systems, Inc. All rights reserved.PTC 6/18/04
Our goal is
• Not just to make a lot of content
• But to specify the underlying logic and design so many people can build off that specification
• Knowledge engineering of the domain
• This means we may need to track data at a more detailed level (e.g. field test items).
191919© 2003 Cisco Systems, Inc. All rights reserved.PTC 6/18/04
Claims database for CCNA
202020© 2003 Cisco Systems, Inc. All rights reserved.PTC 6/18/04
Contextualize the claim with scope specification and instructional guidance
212121© 2003 Cisco Systems, Inc. All rights reserved.PTC 6/18/04
Types of evidence you would look for
222222© 2003 Cisco Systems, Inc. All rights reserved.PTC 6/18/04
Representations to the student, and sources of variation
232323© 2003 Cisco Systems, Inc. All rights reserved.PTC 6/18/04
Representations from the student (work products), and features to detect
242424© 2003 Cisco Systems, Inc. All rights reserved.PTC 6/18/04
Add some additional information about relevant cognitive processes
25© 2003 Cisco Systems, Inc. All rights reserved.PTC 6/18/04
Templates
262626© 2003 Cisco Systems, Inc. All rights reserved.PTC 6/18/04
Task Design
• Domain
A link to the claim or objective to which the task is seeking to provide evidence (e.g. Trouble shoot a 5 router topology running RIP with faults of type …..).
Enumeration of the relevant representations and artifacts (typology, routers, diagram, scenario)
Features to vary in setting (# of routers, # of hosts, type of fault)
Relevant requirement dimensions (collect information, determine problem, apply fix, check, repeat) versus (apply fix to problem that is described).
272727© 2003 Cisco Systems, Inc. All rights reserved.PTC 6/18/04
Task Design Template – Census of Relevant Task Characteristics
• Setting Corporation
Conference Center
University
• Building Length Less than 100m
More than 100m
• Ethernet Standard 10BaseT
100BaseT
• Subgroup Name Teacher
Student
Customer
• Bandwidth for a Subgroup Drop 10Mbps
100Mbps
• Growth Requirements Given
NA
282828© 2003 Cisco Systems, Inc. All rights reserved.PTC 6/18/04
Task Specification Template -Choosing Key Features
• Setting Corporation
Conference Center
University
• Building Length Less than 100m
More than 100m
• Ethernet Standard 10BaseT
100BaseT
• Subgroup Name Teacher
Student
Customer
• Bandwidth for a Subgroup Drop 10Mbps
100Mbps
• Growth Requirements Given
NA
292929© 2003 Cisco Systems, Inc. All rights reserved.PTC 6/18/04
Use Selected Key Task Features to Make Display Model for the Scenario
Problem Statement:
1. Setting sentence: A(n) setting is [create something that is a typical activity for this setting].
2. Building size sentence: The setting is buildingLength long.
3. Network type sentence: The setting has been asked to install a Ethernet Standard network for this [the typical activity for this setting created above].
4. subgroup 1 sentence: The subgroup 1 connections require a bandwidth of bandwidthForASubgroup 1.
5. subgroup 2 sentence: The subgroup 2 connections require a bandwidth of bandwidthForASubgroup 2.
6. subgroup 3 sentence: The subgroup 3 connections require a bandwidth of bandwidthForASubgroup 3.
7. Force closets sentence: No networking equipment can be stored in the subgroups 1, 2, & 3 area.
8. Location of POP sentence: The link to the internet is located locationOfExternalConnection(POP).
303030© 2003 Cisco Systems, Inc. All rights reserved.PTC 6/18/04
3. Instantiate individual values into the template:
• Simple (LAN Design)
• A small university needs to set up a network for the English department. The English Building is 50 m long. The building needs a 100BaseT network for the English department. Each faculty member’s drop requires a bandwidth of 100Mbps while the student drops require a bandwidth of 10Mbps. The faculty and student areas are housed at opposite corners of the building. The LAN needs to have following additional characteristics:
• 1. The faculty area needs 8 network drops.
• 2. The student area needs 1 network drop.
• 3. One networking device should be placed in the student area. Use the device that would meet the minimum standards in the student area.
• 4. Students need access to 10 network connections to connect laptop computers.
• 5. No networking equipment can be stored in the faculty or student areas.
• 6. The link to the internet is located in the faculty area.
313131© 2003 Cisco Systems, Inc. All rights reserved.PTC 6/18/04
Advantages: A model that…..
• Guides task and test construction
• Provides extremely high efficiency and scalability
• Forms the basis of defensible evidence for high stakes tests
• By relating task characteristics to difficulty, we can create tasks with known properties in advance!
323232© 2003 Cisco Systems, Inc. All rights reserved.PTC 6/18/04
And…
• These processes are being applied to simulation features as well
333333© 2003 Cisco Systems, Inc. All rights reserved.PTC 6/18/04
34© 2003 Cisco Systems, Inc. All rights reserved.PTC 6/18/04
Mini-lecture:The Four Process Model for Assessment Delivery
A language for modern assessment implementation
353535© 2003 Cisco Systems, Inc. All rights reserved.PTC 6/18/04
The Four Process Delivery Model
Source: Almond, R., Steinberg, L. & Mislevy, R. 2000
ActivitySelection Process Presentation Process
Task/Evidence
CompositeLibrary
EvidenceIdentification
Process
EvidenceAccumulation
Process
AdministratorExaminee
363636© 2003 Cisco Systems, Inc. All rights reserved.PTC 6/18/04
Activity selection determines the activities to be invoked in the presentation process
Source: Almond, R., Steinberg, L. & Mislevy, R. 2000
ActivitySelection Process Presentation Process
Task/Evidence
CompositeLibrary
EvidenceIdentification
Process
EvidenceAccumulation
Process
Messages
AdministratorExaminee
373737© 2003 Cisco Systems, Inc. All rights reserved.PTC 6/18/04
Evidence identification looks for important features of the work product (can be used for feedback).
Source: Almond, R., Steinberg, L. & Mislevy, R. 2000
ActivitySelection Process Presentation Process
Task/Evidence
CompositeLibrary
EvidenceIdentification
Process
EvidenceAccumulation
Process
Work Product
Messages
AdministratorExaminee
383838© 2003 Cisco Systems, Inc. All rights reserved.PTC 6/18/04
Evidence identification looks for important features of the work product (can be used for feedback).
Source: Almond, R., Steinberg, L. & Mislevy, R. 2000
ActivitySelection Process Presentation Process
Task/Evidence
CompositeLibrary
EvidenceIdentification
Process
EvidenceAccumulation
Process
Work Product
Messages
AdministratorExaminee
Task Level Feedback
393939© 2003 Cisco Systems, Inc. All rights reserved.PTC 6/18/04
The result of evidence identification is values of observations
Source: Almond, R., Steinberg, L. & Mislevy, R. 2000
ActivitySelection Process Presentation Process
Task/Evidence
CompositeLibrary
EvidenceIdentification
Process
EvidenceAccumulation
Process
Observations
Work Product
Messages
AdministratorExaminee
Task Level Feedback
404040© 2003 Cisco Systems, Inc. All rights reserved.PTC 6/18/04
Evidence accumulation synthesizes the information for summary feedback
Source: Almond, R., Steinberg, L. & Mislevy, R. 2000
ActivitySelection Process Presentation Process
Task/Evidence
CompositeLibrary
EvidenceIdentification
Process
EvidenceAccumulation
Process
Observations
Work Product
Messages
AdministratorExaminee
Summary FeedbackTask Level Feedback
414141© 2003 Cisco Systems, Inc. All rights reserved.PTC 6/18/04
In adaptive situations, evidence accumulation informs activity selection
Source: Almond, R., Steinberg, L. & Mislevy, R. 2000
ActivitySelection Process Presentation Process
Task/Evidence
CompositeLibrary
EvidenceIdentification
Process
EvidenceAccumulation
Process
ExamineeRecord
Observations
Work Product
Messages
AdministratorExaminee
Summary FeedbackTask Level Feedback
424242© 2003 Cisco Systems, Inc. All rights reserved.PTC 6/18/04
Some other processes go on in the background
Source: Almond, R., Steinberg, L. & Mislevy, R. 2000
ActivitySelection Process Presentation Process
Task/Evidence
CompositeLibrary
EvidenceIdentification
Process
EvidenceAccumulation
Process
ExamineeRecord
Observations
Work Product
Messages
PresentationMaterial
Evidence RuleData
Weights ofEvidence
Description DataAdministrator
Examinee
Summary FeedbackTask Level Feedback
Find Task Fetch Task
Fetch Scoring DataFetch Weights
434343© 2003 Cisco Systems, Inc. All rights reserved.PTC 6/18/04
Four Process Model and Performance Tasks
• Performance tasks are really just a different means of presenting tasks to examinees
444444© 2003 Cisco Systems, Inc. All rights reserved.PTC 6/18/04
Evidence Identification of Performance Tasks
• Performance Tasks can be scored just like other more traditional tasks
0/1 (all or nothing)
Partial credit (degrees of correctness)
Different observables providing evidence for different student model variables
454545© 2003 Cisco Systems, Inc. All rights reserved.PTC 6/18/04
Evidence Accumulation and Performance Tasks
• Assessments containing performance tasks can still be summarized the same as more traditional assessments
Add number of correct
Ability estimates based on IRT
Probability estimates based on Bayesian Inference Nets
464646© 2003 Cisco Systems, Inc. All rights reserved.PTC 6/18/04
Activity Selection and Performance Tasks
• Assessments containing performance tasks can still implement the same activity selection procedures as do the more traditional assessments
Go to the next task in a specified sequence
Randomly select a task from a specified bucket
Task selected by examinee
Task chosen through adaptive algorithm
474747© 2003 Cisco Systems, Inc. All rights reserved.PTC 6/18/04
Illustration: NetPass Research Prototype
• Create on-line performance assessment of networking skills
• Focus on learner feedback rather than high-stakes testing
• Learn something about assessment in general
484848© 2003 Cisco Systems, Inc. All rights reserved.PTC 6/18/04
The task starts with a scenario and description of goals
494949© 2003 Cisco Systems, Inc. All rights reserved.PTC 6/18/04
To capture their mental model of the network, we ask them to draw the network with a diagramming tool
505050© 2003 Cisco Systems, Inc. All rights reserved.PTC 6/18/04
The diagram is created by dragging and dropping icons
515151© 2003 Cisco Systems, Inc. All rights reserved.PTC 6/18/04
When more detailed information is required, it is collected as well
525252© 2003 Cisco Systems, Inc. All rights reserved.PTC 6/18/04
When students are done, they press “Submit”…
535353© 2003 Cisco Systems, Inc. All rights reserved.PTC 6/18/04
And the graphical representation is converted into a text representation
545454© 2003 Cisco Systems, Inc. All rights reserved.PTC 6/18/04
The text file is scored following detailed rules, which result in characterizations of the work
555555© 2003 Cisco Systems, Inc. All rights reserved.PTC 6/18/04
And feedback is created for the student…
565656© 2003 Cisco Systems, Inc. All rights reserved.PTC 6/18/04
New Computational Tools Evolving all the time: A Bayesian Inference Network
Design
Network modeling
Troubleshoot Implement (Configure)
Domain disciplinary knowledge
Network Proficiency
Media
Addressing
OSI
Hardware
Security
Protocols
IOS
Correlation
Part-of
Part-of
Part-of
Part-of
Part-ofPart-of
Part-of
Part-of
Part-ofPart-of
Prequisite
Correlation
OperationPlanning
Part-of
Part-of
OSI
575757© 2003 Cisco Systems, Inc. All rights reserved.PTC 6/18/04
Summary Feedback – Probability of Mastery
585858© 2003 Cisco Systems, Inc. All rights reserved.PTC 6/18/04
Performance Tasks can also be Multiple-Choice
59© 2003 Cisco Systems, Inc. All rights reserved.PTC 6/18/04
Assessment Evaluation
606060© 2003 Cisco Systems, Inc. All rights reserved.PTC 6/18/04
Exam Analyses
616161© 2003 Cisco Systems, Inc. All rights reserved.PTC 6/18/04
Examinee Comments
626262© 2003 Cisco Systems, Inc. All rights reserved.PTC 6/18/04
Item Performance
63© 2003 Cisco Systems, Inc. All rights reserved.PTC 6/18/04
Moving Forward
646464© 2003 Cisco Systems, Inc. All rights reserved.PTC 6/18/04
Lessons Learned: Scoring Performance Tasks
• How can we get the most information from these performance tasks?
• Scoring the Product
–What if there is more than one accepted outcome?
• Scoring the Process
–More than one accepted process?
–Is there really a ‘right’ way?
• Be Wary of Expert Judgment
–Need to gather data to verify
656565© 2003 Cisco Systems, Inc. All rights reserved.PTC 6/18/04
Future Directions
• Figuring out how to present the performance task is only one aspect to delivering a performance assessment
• The issues is really applying existing technologies and processes to more complex performance-based items and assessments
666666© 2003, Cisco Systems, Inc. All rights reserved.Presentation_ID
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