NotesFAQContact Us
Search Tips
ERIC Number: ED418103
Record Type: Non-Journal
Publication Date: 1997-Dec
Pages: 22
Abstractor: N/A
Reference Count: N/A
Test Specifications for Problem-Solving Assessment.
O'Neil, Harold F., Jr.; Schacter, John
This document reviews several theoretical frameworks of problem-solving, provides a definition of the construct, suggests ways of measuring the construct, focuses on issues for assessment, and provides specifications for the computer-based assessment of problem solving. As defined in the model of the Center for Research on Evaluation, Standards, and Student Testing (CRESST), problem solving is a cognitive process directed at achieving a goal when a solution method is not obvious to the problem solver. Issues that would drive the assessment specifications for a CRESST assessment would be: (1) selection/modification/generation of a conceptual framework; (2) what to measure; (3) assessment approaches; (4) criteria; (5) type of technology; (6) purpose of testing; (7) type of competency tested; (8) high or low stakes level of testing; (9) contexts; and (10) recommended testing time. With these points in mind, specifications for the assessment were developed, and are presented in table form. The feasibility study previously reported (J. Schacter et al., 1997), which used these specifications, illustrated that a Web-based, information-rich environment with these specifications can measure student problem solving. An appendix contains the scoring key for the developed assessment. (Contains 3 figures and 32 references.) (SLD)
Publication Type: Numerical/Quantitative Data; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: Office of Educational Research and Improvement (ED), Washington, DC.
Authoring Institution: National Center for Research on Evaluation, Standards, and Student Testing, Los Angeles, CA.