ERIC Number: ED455284
Record Type: RIE
Publication Date: 2001-Feb
Reference Count: N/A
Leverage Points for Improving Educational Assessment. CSE Technical Report.
Mislevy, Robert J.; Steinberg, Linda S.; Almond, Russell G.; Haertel, Geneva D.; Penuel, William R.
Advances in cognitive psychology deepen the understanding of how students gain and use knowledge. Advances in technology make it possible to capture more complex performances in assessment settings, by including, for example, simulation, interactivity, collaboration, and constructed response. The challenge is in knowing just how to put this new knowledge to work. Familiar schemes for designing and analyzing tests produce assessments that are useful because they are coherent, within the constraints under which they evolved. Breaking beyond the constraints requires not only the means for doing so (through the advances mentioned above) but schemas for producing assessments that are again coherent, that is, assessments that may indeed gather complex learning or evaluate programs but which build on a sound chain of reasoning from what is observed to what is inferred. This presentation first reviews an evidence-centered framework for designing and analyzing assessments. It then uses this framework to discuss and illustrate how advances in technology and in education and psychology can be harnessed to improve educational assessment. (Contains 10 figures and 40 references.) (Author/SLD)
Descriptors: Cognitive Psychology, Educational Assessment, Educational Improvement, Educational Technology, Technological Advancement, Test Construction
National Center for Research on Evaluation, CRESST/CSE, Graduate School of Education & Information Studies, University of California, Los Angeles, CA 90095-1522. Tel: 310-206-1532.
Publication Type: Reports - Descriptive; Speeches/Meeting Papers
Education Level: N/A
Sponsor: Office of Educational Research and Improvement (ED), Washington, DC.; Department of Education, Washington, DC. Office of Educational Technology.
Authoring Institution: Center for Research on Evaluation, Standards, and Student Testing, Los Angeles, CA.; California Univ., Los Angeles. Center for the Study of Evaluation.
Note: Paper presented at an invitational meeting, "The Effectiveness of Educational Technology: Research Designs for the Next Decade" (Menlo Park, CA, February 25-26, 2001). For a related paper on assessment, see TM 033 138.