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ERIC Number: ED518674
Record Type: Non-Journal
Publication Date: 2006-Jan
Pages: 39
Abstractor: ERIC
Reference Count: 36
ISBN: N/A
ISSN: N/A
Issues of Structure and Issues of Scale in Assessment from a Situative/Sociocultural Perspective. CSE Technical Report 668
Mislevy, Robert J.
National Center for Research on Evaluation, Standards, and Student Testing (CRESST)
A situated/sociocultural (SC) view of assessment "emphasizes questions about the quality of students' participation in activities of inquiry and sense-making, and considers assessment practices as integral components of the general systems of activity in which they occur" (Greeno, Collins, & Resnick, 1997, p. 36). This presentation addresses two issues. The first is understanding the SC view of assessment through the lens of an "evidence centered" design framework that has proven useful for assessment cast in trait, behavioral, and information-processing perspectives. The second is addressing issues that arise when one attempts to design assessments that are at once compatible with SC principles and suitable for large-scale use. Illustrations are drawn from the Advanced Placement Studio Art portfolio art assessment and the HYDRIVE intelligent tutoring system. (Contains 9 figures and 2 footnotes.)
National Center for Research on Evaluation, Standards, and Student Testing (CRESST). 300 Charles E Young Drive N, GSE&IS Building 3rd Floor, Mailbox 951522, Los Angeles, CA 90095-1522. Tel: 310-206-1532; Fax: 310-825-3883; Web site: http://www.cresst.org
Publication Type: Reports - Evaluative
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: Institute of Education Sciences (ED)
Authoring Institution: University of California, Los Angeles, Center for the Study of Evaluation