Cognitive Theory as the Basis for Design of Innovative Assessment: Design Characteristics of Science Assessments.

Autor/inn/en	Glaser, Robert; und weitere
Institution	National Center for Research on Evaluation, Standards, and Student Testing, Los Angeles, CA.
Titel	Cognitive Theory as the Basis for Design of Innovative Assessment: Design Characteristics of Science Assessments.
Quelle	(1992), (29 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Educational Assessment; Educational Innovation; Educational Planning; Elementary Secondary Education; Epistemology; Grade 5; Higher Education; Intermediate Grades; Interviews; Knowledge Level; Performance Based Assessment; Pilot Projects; Problem Solving; Program Development; Science Education; State Programs; Student Evaluation; Thinking Skills + Suchen Sie Ihr Suchwort? Education; assessment; Bewertungssystem; Instructional innovation; Bildungsinnovation; Bildungsplanung; Erkenntnistheorie; School year 05; 5. Schuljahr; Schuljahr 05; Hochschulbildung; Hochschulsystem; Hochschulwesen; Mittelstufe; Interviewing; Interviewtechnik; Wissensbasis; Leistungsermittlung; Pilot project; Modellversuch; Pilotprojekt; Problemlösen; Programmplanung; Naturwissenschaftliche Bildung; Regierungsprogramm; Schulnote; Studentische Bewertung; Denkfähigkeit
Abstract	Forms of reasoning and problem solving required of students by innovative assessment projects in science are examined. The initial phase identified activities and school systems where new forms of science assessment were being piloted. The following are general dimensions of performance that were identified: (1) structured, integrated knowledge; (2) effective problem representation; (3) proceduralized knowledge; (4) automaticity; and (5) self-regulatory skills. From the broad spectrum of projects studied, a few were chosen for detailed study. Research will continue in Connecticut for the Common Core of Learning, in the California Assessment Program's pilot of a statewide performance assessment at the fifth-grade level, and at two other California projects conducted by universities. Interviews with samples of students at the study sites are in various stages of completion. Other tasks and sites will be identified as the project begins to develop a framework for the construction of performance assessments. Seven figures illustrate the discussion. (SLD)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC