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ERIC Number: EJ898451
Record Type: Journal
Publication Date: 2010
Pages: 22
Abstractor: As Provided
Reference Count: 22
ISBN: N/A
ISSN: ISSN-1536-6367
Cognitively Based Assessment of, for, and as Learning (CBAL): A Preliminary Theory of Action for Summative and Formative Assessment
Bennett, Randy Elliot
Measurement: Interdisciplinary Research and Perspectives, v8 n2-3 p70-91 2010
CBAL (Cognitively Based Assessment of, for, and as Learning) is a research initiative intended to create a model for an innovative K-12 assessment system that documents what students have achieved ("of learning"); helps identify how to plan instruction ("for learning"); and is considered by students and teachers to be a worthwhile educational experience in and of itself ("as learning"). Because CBAL intends to not only measure student achievement but also facilitate it, CBAL, like any similar assessment program, requires a theory of action. This paper describes the notion of theory of action, offers a preliminary version of such a theory for CBAL, and outlines a provisional research program for evaluating that theory. (Contains 7 figures and 2 footnotes.)
Psychology Press. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A