Definition

A competency based measure where a person's abilities are measured in a situation that approximates a "real world" setting. Simulation is primarily used when it is impractical to observe a person performing a task in a real world situation (e.g., o the job).

• Better means of evaluating depth and breadth of student skill development than tests or other performance-based measures (internal validity).
• More flexible; some degree of simulation can be arranged for virtually any student target skill.
• For many skills, can be group administered, thus providing an excellent combination of quality and economy.

Disadvantages

• For difficult skills, the higher the quality of simulation the greater the likelihood that it will suffer from same problems as "Performance Appraisals" listed below:
  • Ratings of student performance are typically more subjective than standardized tests.
  • Sample of behavior observed or performance appraised may not be typical, especially because of the presence of others.
  • Usually requires considerable frontloading effort; i.e., planning and preparation.
• More expensive than traditional testing options in the short run.

Ways of Reducing Disadvantages

• Reducing problems is relatively easy, since degree of simulation can be matched for maximum validity practicable for each situation.

• Can often be "standardized" through use of computer programs (and enhance external validity).

Bottom Lines

An excellent of increasing the external and internal validity of skills assessment at minimal log-term costs.

Bibliographic References

Darling-Hammond, Linda. Jacqueline Ancess, and Beverly Falk. Authentic Assessment in Action. new York: Teachers College, press, 1995.
Ryan, Alan G. "Towards Authentic Assessment in Science via STS." Bulletin of Science, Technology & Society. 1994, v 14, n 5/6, p 290.