From Cognitive-Domain Theory to Assessment Practice

Autor/inn/en	Bennett, Randy E.; Deane, Paul; van Rijn, Peter W.
Titel	From Cognitive-Domain Theory to Assessment Practice
Quelle	In: Educational Psychologist, 51 (2016) 1, S.82-107 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0046-1520
DOI	10.1080/00461520.2016.1141683
Schlagwörter	Epistemology; Test Construction; Educational Assessment; Psychometrics; Models; Elementary Secondary Education; Test Validity; Summative Evaluation; English; Language Arts; Persuasive Discourse; Grade 7; Grade 8; Grade 9 + Suchen Sie Ihr Suchwort? Erkenntnistheorie; Testaufbau; Education; assessment; Bewertungssystem; Psychometry; Psychometrie; Analogiemodell; Testvalidität; English language; Englisch; Sprachkultur; Persuasion; Persuasive Kommunikation; School year 07; 7. Schuljahr; Schuljahr 07; School year 08; 8. Schuljahr; Schuljahr 08; School year 09; 9. Schuljahr; Schuljahr 09
Abstract	This article exemplifies how assessment design might be grounded in theory, thereby helping to strengthen validity claims. Spanning work across multiple related projects, the article first briefly summarizes an assessment system model for the elementary and secondary levels. Next the article describes how cognitive-domain theory and principles are used in the design of a scenario-based summative assessment for argumentation in the English language arts. Finally, results from several psychometric approaches are used to evaluate propositions suggested by the domain theory, including ones related to the use of topical scenarios and learning progressions in assessment design. Although results generally supported these propositions, the work described represents only a small step in a long-term, iterative process of theory development, assessment design, and empirical tryout, which should, in principle, lead to more valid assessments that better inform teaching and learning. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01