Toward Context-Aware, Immersive Testing for Innovative Formative Assessment

This work presents the construction, implementation, and validation of a novel immersive assessment tool for the formative assessment of soft skills. Grounded in Situated Action Theory and Competence-based Knowledge Space Theory, the test immerses participants in authentic interactions, by leveraging on the use of conversational agents embedded in a narrative framework. Teachers are required to engage in problem-solving, work with virtual colleagues, simulating typical professional interactions. The result of the assessment is the unique collection of collaborative and teamwork skills mastered by each teacher. The test is composed of 20 items, developed in multiple-choice and short answer formats, and it was compiled by 161 Italian teachers. Test validation combined both qualitative and quantitative approaches, confirming that the items actually assess the skills they were assumed to evaluate. Findings suggest that the test allows for uncovering the skills a teacher masters with a fairly high level of confidence. Additionally, they highlight the potential of the test in fostering self-reflection, professional dialogue, and continuous skill growth. The test offers a promising avenue to empower teachers with critical social skills, while promoting a culture of collaboration in education.