ERIC Number: ED480904
Record Type: RIE
Publication Date: 2003-Aug
Evaluating New Approaches to Assessing Learning. CSE Report.
Shavelson, Richard; Ruiz-Primo, Maria Araceli; Li, Min; Ayala, Carlos Cuauhtemoc
This paper presents a framework for evaluating cognitive claims to the interpretation of assessment scores and provides evidence of its applicability to science achievement. The idea of the "assessment triangle" (Pellegrino, Chodowsky, and Glaser, 2001) was adopted in the form of an assessment square with four tightly linked corners: construct (definition); assessment (task/response/score analysis); observation (cognitive and statistical data); and interpretation (link between observation and construct). In an iterative process of assessment review, the model focuses on four analyses that feed back on one another: conceptual, logical, cognitive, and statistical and qualitative. The heart of the model is a knowledge framework consisting of declarative (knowing that), procedural (knowing how), schematic (knowing why), and strategic (knowing when knowledge applies) knowledge that underlies achievement. Concrete examples of the model's application are provided. (Contains 6 tables, 10 figures, and 22 references.) (Author/SLD)
Publication Type: Reports - Descriptive
Education Level: N/A
Sponsor: Institute of Education Sciences (ED), Washington, DC.; National Inst. on Student Achievement, Curriculum, and Assessment (ED/OERI), Washington, DC.
Authoring Institution: National Center for Research on Evaluation, Standards, and Student Testing, Los Angeles, CA.; California Univ., Los Angeles. Center for the Study of Evaluation.