Principled development of Workplace English Communication part 1: a sociocognitive framework

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dc.contributor.authorOliveri, Maria E.
dc.contributor.authorMislevy, Robert J.
dc.contributor.authorSlomp, David H.
dc.date.accessioned2022-07-21T23:05:22Z
dc.date.available2022-07-21T23:05:22Z
dc.date.issued2021
dc.description.abstractBackground: 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.en_US
dc.description.peer-reviewYesen_US
dc.identifier.citationOliveri, 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.2021.5.1.02en_US
dc.identifier.urihttps://hdl.handle.net/10133/6270
dc.language.isoen_USen_US
dc.publisherThe WAC Clearinghouseen_US
dc.publisher.facultyEducationen_US
dc.publisher.institutionUniversity of Nebraska-Lincolnen_US
dc.publisher.institutionEducational Testing Serviceen_US
dc.publisher.institutionUniversity of Lethbridgeen_US
dc.publisher.urlhttps://doi.org/10.37514/JWA-J.2021.5.1.02en_US
dc.subjectAnticipatory design frameworksen_US
dc.subjectCognitive diagnosis models (CDM)en_US
dc.subjectCommunication tasksen_US
dc.subjectDeterministic inputsen_US
dc.subjectNoisy "and" gate (DINA) modelen_US
dc.subjectLinguistic, cultural, and substantive (LCS) patternsen_US
dc.subjectQ-matricesen_US
dc.subjectSociocognitive modelsen_US
dc.subjectSociocultural perspectivesen_US
dc.subjectWorkplace English Communication (WEC)en_US
dc.subjectWriting analyticsen_US
dc.titlePrincipled development of Workplace English Communication part 1: a sociocognitive frameworken_US
dc.typeArticleen_US
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