From Usable to Useful Assessment Knowledge: A Design Problem. CSE Report.
Saved in:
| Title: | From Usable to Useful Assessment Knowledge: A Design Problem. CSE Report. |
|---|---|
| Language: | English |
| Authors: | Baker, Eva L., National Center for Research on Evaluation, Standards, and Student Testing, Los Angeles, CA., California Univ., Los Angeles. Center for the Study of Evaluation. |
| Availability: | For full text: http://www.cresst.org/reports/R612.pdf. |
| Peer Reviewed: | N |
| Page Count: | 19 |
| Publication Date: | 2003 |
| Sponsoring Agency: | Institute of Education Sciences (ED), Washington, DC. |
| Contract Number: | R305B960002 |
| Report Number: | CSE-R-612 |
| Document Type: | Reports - Descriptive Speeches/Meeting Papers |
| Descriptors: | Design, Evaluation, Evaluation Research, Program Design |
| Geographic Terms: | U.S.; California |
| Abstract: | Policymakers are fond of saying that we have enough research knowledge; however, one problem is that nobody is applying the knowledge we already have. This paper offers a discussion of the kinds of knowledge needed to improve students learning, what to do about this in the assessment and testing arena, and where assessment falls short. Types of knowledge are discussed, including research knowledge, which must be both usable and useful. Distinctions are made between usable and useful knowledge, and a case is made for how we might ultimately design our systems and our own actions to help us act with greater intelligence. (Author) |
| Notes: | Keynote presentation at the Annual International Congress for School Effectiveness and Improvement (Sydney, Australia, 2003). |
| Journal Code: | RIEJUL2004 |
| Entry Date: | 2004 |
| Accession Number: | ED483029 |
| Database: | ERIC |
| Abstract: | Policymakers are fond of saying that we have enough research knowledge; however, one problem is that nobody is applying the knowledge we already have. This paper offers a discussion of the kinds of knowledge needed to improve students learning, what to do about this in the assessment and testing arena, and where assessment falls short. Types of knowledge are discussed, including research knowledge, which must be both usable and useful. Distinctions are made between usable and useful knowledge, and a case is made for how we might ultimately design our systems and our own actions to help us act with greater intelligence. (Author) |
|---|
