chapter 8: Principled Design and Development for Embedding Assessment for Learning in Games and Simulations:

Calls for greater use of performance assessment, especially simulationbased assessment tasks aligned to real world demands have increased, as have the development of techniques to gather data and build assessment models from everyday activities such as games (Mislevy et al., 2014; Shute, 2011). However, the development of these new activities does not always follow a clear process. Nearly 20 years ago, Linn and Baker (1996) suggested that too often tasks were created and then rationales developed to align them to the constructs of interest, rather than carefully and systematically designing the tasks in alignment with the target construct from the beginning. Although projects now pay lip service to common frameworks of principled assessment design, they still do not apply them with the fidelity needed in order to ensure psychometrically sound assessments (Ferrara, Lai, Reilly, & Nichols, 2017).