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ERIC Number: ED525198
Record Type: Non-Journal
Publication Date: 2008-Jun
Pages: 32
Abstractor: As Provided
Reference Count: 9
The Capabilities-Complexity Model. CALA Report 108
Oosterhof, Albert; Rohani, Faranak; Sanfilippo, Carol; Stillwell, Peggy; Hawkins, Karen
Online Submission
In assessment, the ability to construct test items that measure a targeted skill is fundamental to validity and alignment. The ability to do the reverse is also important: determining what skill an existing test item measures. This paper presents a model for classifying test items that builds on procedures developed by others, including Bloom (1956) and Webb (2002). An advantage of the proposed model is that it references both the type of cognitive ability involved and the complexity of skill being assessed. This model is referred to as the Capabilities-Complexity Model (CCM). Implementing the CCM involves two sequential steps. First, the type of capability involved with each test item is established. The CCM addresses three types of capabilities: declarative knowledge, procedural knowledge, and problem solving. After the type of capability is identified for each item, the level of cognitive complexity is established. The CCM divides complexity into three levels. To establish a test item's complexity, different qualities are examined for items measuring declarative knowledge, procedural knowledge, and problem solving. This is why the type of capability is determined before establishing the level of complexity. This paper first provides a historical perspective for the CCM. It then describes how the CCM is used to classify test items and provides initial findings related to using the model. (Contains 5 endnotes and 13 tables.) [This paper was produced by the Center for Advancement of Learning and Assessment (CALA) at Florida State University and was funded by the Florida Department of Education.]
Publication Type: Reports - Descriptive
Education Level: Elementary Education; Elementary Secondary Education; Grade 8; Junior High Schools; Middle Schools
Audience: Teachers; Policymakers
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Florida Comprehensive Assessment Test