Formative Assessment for College Readiness: Measuring Skill and Growth in Five Key Cognitive Strategies Associated with Postsecondary Success

Autor/inn/en	Conley, David; Lombardi, Allison; Seburn, Mary; McGaughy, Charis
Titel	Formative Assessment for College Readiness: Measuring Skill and Growth in Five Key Cognitive Strategies Associated with Postsecondary Success
Quelle	(2009), (38 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Formative Evaluation; Performance Based Assessment; Academic Achievement; Performance Tests; Field Tests; Scoring; Postsecondary Education; School Readiness; Urban Schools; High School Students; Language Arts; Mathematics Achievement; Reading Achievement; Success; College Preparation; Item Response Theory; Cognitive Processes; Cognitive Development; New York + Suchen Sie Ihr Suchwort? Leistungsermittlung; Schulleistung; Leistungsbeurteilung; Leistungsmessung; Leistungsüberprüfung; Praxisübung; Bewertung; Post-secondary education; Tertiäre Bildung; Readiness for school; School ability; Schulreife; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Sprachkultur; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Leseleistung; Erfolg; Item-Response-Theorie; Cognitive process; Kognitiver Prozess; Kognitive Entwicklung
Abstract	This study reports the preliminary results from a field test of the College-readiness Performance Assessment System (C-PAS), a large-scale, 6th-12th grade criterion-referenced assessment system that utilizes classroom-embedded performance tasks to measure student progress toward the development of key cognitive skills associated with success in college. A sample of 1,795 students completed C-PAS performance tasks in English and mathematics at 13 New York City high schools in grades 9-12 during Fall 2007. The performance tasks were derived from construct maps and "task shells" designed to elicit the key cognitive strategies. Teachers administered the tasks to students and scored the tasks using standardized scoring guides. Preliminary analyses using Item Response Theory (IRT) yielded evidence that C-PAS measures the acquisition of college readiness cognitive thinking skills in both math and English. The study is significant because it suggests that cognitive strategies important to college readiness can be measured discretely and within separate subject areas. Additionally, the study suggests that complex performance assessments can be utilized to systematically contribute useful information on student performance to help improve student learning. This is important given the current search for ways to address some of the limitations of current large-scale testing methods and systems. (Contains 10 tables and 7 figures.) (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10