ERIC Number: EJ1097519
Record Type: Journal
Publication Date: 2016
Abstractor: As Provided
From Cognitive-Domain Theory to Assessment Practice
Bennett, Randy E.; Deane, Paul; van Rijn, Peter W.
Educational Psychologist, v51 n1 p82-107 2016
This article exemplifies how assessment design might be grounded in theory, thereby helping to strengthen validity claims. Spanning work across multiple related projects, the article first briefly summarizes an assessment system model for the elementary and secondary levels. Next the article describes how cognitive-domain theory and principles are used in the design of a scenario-based summative assessment for argumentation in the English language arts. Finally, results from several psychometric approaches are used to evaluate propositions suggested by the domain theory, including ones related to the use of topical scenarios and learning progressions in assessment design. Although results generally supported these propositions, the work described represents only a small step in a long-term, iterative process of theory development, assessment design, and empirical tryout, which should, in principle, lead to more valid assessments that better inform teaching and learning.
Descriptors: Epistemology, Test Construction, Educational Assessment, Psychometrics, Models, Elementary Secondary Education, Test Validity, Summative Evaluation, English, Language Arts, Persuasive Discourse, Grade 7, Grade 8, Grade 9
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Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Secondary Education; Grade 7; Junior High Schools; Middle Schools; Elementary Education; Secondary Education; Grade 8; Grade 9; High Schools
Authoring Institution: N/A
Grant or Contract Numbers: N/A