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ERIC Number: ED390924
Record Type: RIE
Publication Date: 1995-Apr
Pages: 35
Abstractor: N/A
Reference Count: N/A
Measuring Cognitive Complexity: An Analysis of Performance-Based Assessment in Mathematics.
Suzuki, Kyoko; Harnisch, Delwyn L.
A new test theory for performance-based assessment is proposed. Criteria for "good" performance-based items, ways of measuring cognitive complexity, methods for determining maturity levels of understanding, and scaling systems are discussed. A performance-based task completed by 51 ninth and tenth graders in June 1993 was studied. Results demonstrated these criteria for tasks: (1) modeling real-world phenomena; (2) having multiple strategies; (3) having ordered categories for measuring maturity levels; (4) connecting several concepts to solve; (5) depicting the achievement levels by verbal explanations; (6) detecting the discrepancy between an intuitive solution and a mathematical solution; and (7) matching complexity of task with a scaling system. The analyses of students' responses suggest the importance of improving communication skills in classroom learning. The instability of cognitive shifts in students' solving strategies has implications for improving instructional strategies. Appendix A explains the scoring rubrics, and Appendixes B, C, and D present examples of performance responses. (Contains 11 tables and 19 references.) (Author/SLD)
Publication Type: Reports - Evaluative; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: Cognitive Complexity
Note: Paper presented at the Annual Meeting of the American Educational Research Association (San Francisco, CA, April 18-22, 1995). The examples of students' responses may not reproduce well.