Cognitive Validity: Can Multiple-Choice Items Tap Historical Thinking Processes?

Autor/in	Smith, Mark D.
Titel	Cognitive Validity: Can Multiple-Choice Items Tap Historical Thinking Processes?
Quelle	In: American Educational Research Journal, 54 (2017) 6, S.1256-1287 (32 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0002-8312
DOI	10.3102/0002831217717949
Schlagwörter	History; Thinking Skills; Tests; Alternative Assessment; Validity; Recall (Psychology); Reading Comprehension; Test Items; Correlation; Multiple Choice Tests; Protocol Analysis; High School Students; National Competency Tests; Grade 12; National Assessment of Educational Progress + Suchen Sie Ihr Suchwort? Geschichte; Geschichtsdarstellung; Denkfähigkeit; Examination; Prüfung; Examen; Gültigkeit; Abberufung; Leseverstehen; Test content; Testaufgabe; Korrelation; Multiple choice examinations; Multiple-choice tests, Multiple-choice examinations; Multiple-Choice-Verfahren; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; School year 12; 12. Schuljahr; Schuljahr 12
Abstract	Cognitive validity examines the relationship between what an assessment aims to measure and what it actually elicits from test takers. The present study examined whether multiple-choice items from the National Assessment of Educational Progress (NAEP) grade 12 U.S. history exam elicited the historical thinking processes they were designed to measure. Think-aloud data from 27 accomplished high school students revealed that in no instances did students engage in the intended processes. Rather, the items typically elicited three construct-irrelevant processes: factual recall/recognition, reading comprehension, and test-taking strategies. Further, findings revealed that although the items often prompted students to engage in factual recall, they were often not sound indicators of student knowledge. Implications for history testing and alternative forms of assessment are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01