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Evaluating New Approaches to Assessing Learning. CSE Report.

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Title: Evaluating New Approaches to Assessing Learning. CSE Report.
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
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  Data: 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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      – Text: English
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        PageCount: 36
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      – SubjectFull: Elementary Secondary Education
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      – SubjectFull: Evaluation Methods
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      – SubjectFull: Knowledge Level
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      – SubjectFull: Models
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      – SubjectFull: Science Achievement
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      – SubjectFull: Scores
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      – SubjectFull: Student Evaluation
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      – SubjectFull: U.S.; California
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      – TitleFull: Evaluating New Approaches to Assessing Learning. CSE Report.
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