Principled development of Workplace English Communication part 1: a sociocognitive framework
Oliveri, Maria E.
Mislevy, Robert J.
Slomp, David H.
The WAC Clearinghouse
Background: This study advances a sociocognitive approach to modeling complex communication tasks. Using an integrative perspective of linguistic, cultural, and substantive (LCS) patterns, we provide a framework for understanding the nature and acquisition of people’s adaptive capabilities in social/cognitive complex adaptive systems. We also illustrate the application of the framework to learning and assessment. As we will show, understanding the connection between measurement models and users’ needs is important to increase assessments’ educative usefulness. Questions Addressed: Our framework is designed to address questions regarding the following four areas: the nature of sociocognitive perspectives in educational measurement, the application of LCS patterns to complex communication tasks captured in an extended formative assessment of Workplace English Communication (WEC), the usefulness of psychometric models for instruction and assessment with such complex tasks, and considerations for measurement modeling. Conclusions: Our study concludes with reflections on the challenges of complex assessments such as WEC, the advantages of sociocognitive modeling for new assessment genres, and the roles of situated measurement models in meeting the challenges.
Anticipatory design frameworks , Cognitive diagnosis models (CDM) , Communication tasks , Deterministic inputs , Noisy "and" gate (DINA) model , Linguistic, cultural, and substantive (LCS) patterns , Q-matrices , Sociocognitive models , Sociocultural perspectives , Workplace English Communication (WEC) , Writing analytics
Oliveri, M. E., Mislevy, R. J., & Slomp, D. (2021). Principled development of Workplace English Communication part 1: A sociocognitive framework. Journal of Writing Analytics, 5, 34-70. https://doi.org/10.37514/JWA-J.2021.5.1.02