Evaluating New Approaches to Assessing Learning. CSE Report.
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| Title: | Evaluating New Approaches to Assessing Learning. CSE Report. |
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| Language: | English |
| Authors: | Shavelson, Richard, Ruiz-Primo, Maria Araceli, Li, Min, National Center for Research on Evaluation, Standards, and Student Testing, Los Angeles, CA., California Univ., Los Angeles. Center for the Study of Evaluation. |
| Peer Reviewed: | N |
| Page Count: | 36 |
| Publication Date: | 2003 |
| Sponsoring Agency: | Institute of Education Sciences (ED), Washington, DC. National Inst. on Student Achievement, Curriculum, and Assessment (ED/OERI), Washington, DC. |
| Contract Number: | R30560002 |
| Report Number: | CSE-R-604 |
| Document Type: | Reports - Descriptive |
| Descriptors: | Educational Assessment, Elementary Secondary Education, Evaluation Methods, Knowledge Level, Models, Science Achievement, Scores, Student Evaluation |
| Geographic Terms: | U.S.; California |
| Abstract: | This paper presents a framework for evaluating cognitive claims to the interpretation of assessment scores and provides evidence of its applicability to science achievement. The idea of the "assessment triangle" (Pellegrino, Chodowsky, and Glaser, 2001) was adopted in the form of an assessment square with four tightly linked corners: construct (definition); assessment (task/response/score analysis); observation (cognitive and statistical data); and interpretation (link between observation and construct). In an iterative process of assessment review, the model focuses on four analyses that feed back on one another: conceptual, logical, cognitive, and statistical and qualitative. The heart of the model is a knowledge framework consisting of declarative (knowing that), procedural (knowing how), schematic (knowing why), and strategic (knowing when knowledge applies) knowledge that underlies achievement. Concrete examples of the model's application are provided. (Contains 6 tables, 10 figures, and 22 references.) (Author/SLD) |
| Journal Code: | RIEMAY2004 |
| Entry Date: | 2004 |
| Accession Number: | ED480904 |
| Database: | ERIC |
| Abstract: | This paper presents a framework for evaluating cognitive claims to the interpretation of assessment scores and provides evidence of its applicability to science achievement. The idea of the "assessment triangle" (Pellegrino, Chodowsky, and Glaser, 2001) was adopted in the form of an assessment square with four tightly linked corners: construct (definition); assessment (task/response/score analysis); observation (cognitive and statistical data); and interpretation (link between observation and construct). In an iterative process of assessment review, the model focuses on four analyses that feed back on one another: conceptual, logical, cognitive, and statistical and qualitative. The heart of the model is a knowledge framework consisting of declarative (knowing that), procedural (knowing how), schematic (knowing why), and strategic (knowing when knowledge applies) knowledge that underlies achievement. Concrete examples of the model's application are provided. (Contains 6 tables, 10 figures, and 22 references.) (Author/SLD) |
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