ERIC Number: ED354269
Record Type: Non-Journal
Publication Date: 1992-Apr
Reference Count: N/A
Anchored Instruction and Anchored Assessment: An Ecological Approach to Measuring Situated Learning.
Young, Michael F.; Kulikowich, Jonna M.
Anchored instruction and anchored assessment are described and illustrated through a mathematics problem from the Jasper problem solving series developed at Vanderbilt University in Nashville (Tennessee). Anchored instruction is instruction situated in a context complex enough to provide meaning and reasons for why information is useful. Problems anchored in a complex context require anchored assessment, assessment that is a seamless, to the extent possible, part of the instruction process. A prototype assessment approach, the Jasper Planning Assistant (JPA), is described. Transfer from a single mathematical problem solving activity to reading comprehension of passages with analogous content, and the absence of transfer across content domains demonstrated in a study of 121 middle school students, is described. It is speculated that cross-domain transfer will require anchored instruction that provides a generator set of situations across which students could detect invariants that specify when higher order thinking skills would be useful. Assessment techniques for anchored instruction and situated learning must adapt to accommodate the non-linear topological dynamics that are seen when complex realistic problem solving is described as a perception-action cycle. Eight figures illustrate the discussion. Three appendixes provide sample Jasper verbal protocol and analysis, and two samples of JPA output. Thirty-eight references are included. (SLD)
Descriptors: Context Effect, Educational Assessment, Intermediate Grades, Junior High School Students, Mathematics Instruction, Measurement Techniques, Middle School Students, Middle Schools, Problem Solving, Reading Comprehension, Secondary Education, Student Evaluation, Transfer of Training, Word Problems (Mathematics)
Publication Type: Reports - Evaluative; Speeches/Meeting Papers
Education Level: N/A
Sponsor: Connecticut Univ. Research Foundation, Storrs.
Authoring Institution: N/A