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ERIC Number: EJ927581
Record Type: Journal
Publication Date: 2011-Jun
Pages: 14
Abstractor: As Provided
Reference Count: 44
ISBN: N/A
ISSN: ISSN-1040-726X
A Model of Cognition: The Missing Cornerstone of Assessment
Brown, Nathaniel J. S.; Wilson, Mark
Educational Psychology Review, v23 n2 p221-234 Jun 2011
When we rely upon gains on some measure to support statements of prescription, we have the obligation to ensure that those measures are valid. Nearly 10 years after an influential National Research Council ("2001") report on educational assessment identified an explicit model of cognition as one of three necessary components of a valid assessment system, we note that most measures still lack this fundamental cornerstone. In this paper, we draw attention to the "construct modeling" approach to assessment that strives for coherence and consistency with a model of cognition in which student proficiency varies along a continuum of competence. This approach is illustrated in the context of an assessment of conceptual understanding of certain scientific phenomena given to undergraduates at a large public university (National Research Council "2001").
Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A