Defining Mathematics Competency in the Service of Cognitively Based Assessment for Grades 6 through 8. Research Report. ETS RR-09-42

Autor/in	Graf, Edith Aurora
Institution	Educational Testing Service
Titel	Defining Mathematics Competency in the Service of Cognitively Based Assessment for Grades 6 through 8. Research Report. ETS RR-09-42
Quelle	(2009), (84 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Mathematics Education; Middle Schools; Cognitive Psychology; Grade 6; Grade 8; Competency Based Education; Evaluation Methods; Cognitive Measurement; Task Analysis; Course Content; Problem Solving; Models; Algebra; Geometry; Teaching Methods + Suchen Sie Ihr Suchwort? Mathematische Bildung; Middle school; Mittelschule; Mittelstufenschule; Kognitive Psychologie; School year 06; 6. Schuljahr; Schuljahr 06; School year 08; 8. Schuljahr; Schuljahr 08; Education; Competence; Competency; Competency-based education; Unterricht; Kompetenzorientierte Methode; Aufgabenanalyse; Kursprogramm; Problemlösen; Analogiemodell; Geometrie; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	This report makes recommendations for the development of middle-school assessment in mathematics, based on a synthesis of scientific findings in cognitive psychology and mathematics education. The focus is on background research, rather than test specifications or example tasks. Readers interested in early development and pilot efforts associated with the Cognitively Based Assessment "of", "for", and "as" Learning (CBAL) project in mathematics (for which this review helped provide a theoretical foundation) should consult Graf, Harris, Marquez, Fife, and Redman (2009). The organization of the report is motivated by the evidence-centered design (ECD) approach to assessment developed by Mislevy and colleagues (e.g., see Mislevy, Steinberg, & Almond, 2003). The first section consists of a broad literature review that characterizes mathematical competency with respect to both content and process. Subsequent sections discuss: how to model mathematical competency at the middle school level, the kinds of evidence that reflect the level of student competency and support future learning, and how to design tasks that elicit the target evidence. (Contains 2 figures and 2 notes.) (As Provided).
Anmerkungen	Educational Testing Service. Rosedale Road Mailstop 19R, Princeton, NJ 08541-0001. Tel: 609-921-9000; Fax: 609-734-5410; Web site: http://www.ets.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10