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ERIC Number: EJ907195
Record Type: Journal
Publication Date: 2010
Pages: 5
Abstractor: ERIC
Reference Count: 9
ISSN: ISSN-1536-6367
Cognitively Based Assessment and the Integration of Summative and Formative Assessments
Embretson, Susan
Measurement: Interdisciplinary Research and Perspectives, v8 n4 p180-184 2010
This article presents the author's comments on Randy Elliot Bennett's article "Cognitively Based Assessment of, for, and as Learning" (CBAL), which appeared in issue 8(2-3). The article presents an integrated approach to assessment in which a theory of action for the intended consequences (i.e., benefits) drives both assessments and instructional practices. In the Cognitively Based Assessment of, for, and as Learning (CBAL) project assessment is the mainstay of instruction. CBAL has several distinctive features: (1) a goal to facilitate learning as well as to assess it, (2) an explicitly formulated student competency model, (3) a basis in scientific learning principles as well as standards-based content, (4) an integration of formative and summative assessments, and (5) an explicitly developed theory of action. The theory of action, formulated by Bennett (2010), is a "depiction of an intervention that explains the cause-effect relationships among input, activities, and intended outcomes." Thus, intended and intermediate outcomes are specified, along with the inputs and activities that are related to these outcomes. Bennett's broad and inclusive conceptualization of assessment, not only provides a strong impact on the activities and ultimate effectiveness of CBAL, but also provides a model for other assessment programs. Combined with a proscribed rigorous research to support the validity claims, this systematic approach seemingly has potential to improve student competency levels. This commentary focuses on mathematics assessments but similar comments may apply to reading and writing assessments.
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:
Publication Type: Journal Articles; Opinion Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A