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From page 355... ... See also Alternative assessment practices; Classroom formative assessment; Educational assessment; Modern assessment practices; Purposes of assessment as an instrument of reform, 24-25 analyzing existing, 12, 303-304 of aptitude, 37 balanced system, 253-257 basing on contemporary foundations, 3032 contributions of measurement and statistical modeling to, 5-6, 110-172 of control-of-variables strategy, 216-217 curriculum-embedded, 13, 243 defined, 20 developmental, 136-137, 190-192, 250 fairness in, 214-218, 240-241 future of, 292-294 implications of brain research for, 107-109 implications of cognition for, 71-72 implications of expertise for, 90-92 implications of learning models for, 96-97 implications of observation methods for, 101-102 implications of subject-matter expertise for, 79 integrating models of cognition and learning with, 92-97 limitations of current, 14, 26-29, 310-312 linked with curriculum and instruction, 51-53 Read the entire page →
From page 356... ... See also BEAR assessment system balance between classroom and largescale assessment, 252-253 Assessment triangle, 19, 44-51, 263-271, 282, 296 cognition, 44-47 cognition-interpretation linkage, 51 cognition-observation linkage, 51, 263269 interpretation, 48-49 observation, 47-48 observation-interpretation linkage, 51, 269-270 relationships among the three vertices of, 49, 51 Associationist perspective. See Behaviorist perspective Australia's Developmental Assessment program, 190-192 B Balance-scale problems, solving, 49-50 Balanced assessment systems, 253-257 approximations of, 257 between classroom and large-scale, 252253 coherence of, 255-256 comprehensiveness of, 253-255 continuity of, 256-257 Base rate probabilities, 161 of subprocedure profile, 161 Bayes nets, 154-165 mixed-number subtraction, 156-164 potential future role in assessment, 164165 Bayes theorem, 155 BEAR. Read the entire page →
From page 357... ... See Computer as Learning Partner Cognition, 65-72 analyzing in existing assessments, 12, 303-304 and brain science, 104-109 developers of assessment instruments focusing on, 13, 305-306 implications for assessment, 71-72 importance of a model of, 6, 178-192, 229-230 as part of the assessment triangle, 44-47 Cognition-observation linkage, 51 complex problem solving, 265-269 concept organization, 265 enhancing, 263-269 theory-based item generation, 263-265 Cognitive architecture, 65-69 and brain research, 68-69 long-term memory, 67-68 working memory, 65-67 Cognitive coherence among curriculum, instruction, and assessment, 271-283 of balanced assessment, 255-256 Cognitive complexity, of science tasks, 210211 Cognitive elements in existing measurement models enhancement through diagnostics, 137, 142-147 incorporation of, 134-147 progress maps, 136-142 Cognitive models of learning of arithmetic, 94-95 for assessing children's problem-solving rules, 46-47 and debugging of computer programs, 95-96 implications for assessment, 96-97 integrating with instruction and assessment, 92-97 and intelligent tutoring, 93 Cognitive perspective, on knowing and learning, 62-63 Cognitive sciences defined, 20 making advances available to educators, 11, 299 Cognitive structures adding to measurement models, 147-152 psychometric modeling of, 152-165 Cognitively Guided Instruction (CGI) , 95, 234 and assessment, 230-231 Collaboration, recommendation for multidisciplinary, 11 Committee on Learning Research and Educational Practice, 294 Committee on the Foundations of Assessment, 1, 17, 291 Comparable validity, 214 Competencies. Read the entire page →
From page 358... ... See also Multidisciplinary discourse communities conceptual scheme and language to guide, 11 Distributed learning, 285 Domain-general knowledge, and problemsolving processes, 69-70 Dyslexia, neural bases of, 108-109 E Economic change, and changing expectations for learning, 22-23 Educational assessment defined, 20 opportunities for advancing, 9-10, 260288 providing instruction in for teachers, 14, 309-310 purposes and contexts of use, 222-225 Educational curricula, developers of, creating tools to facilitate modern assessment practices, 13, 306-307 Educational decision making, studying how new forms of assessment affect, 12, 301-303 Educational reform assessment as an instrument of, 24-25 facilitating, 34 Educational Testing Service, 271 Educators. See Teacher education Environments. Read the entire page →
From page 359... ... See also Novices and experts impact of cultural norms and student G beliefs, 90 implications for assessment, 90-92 multiple paths of learning, 81-83 practice and feedback, 84-87 predisposition to learn, 80 role of prior knowledge, 83-84 role of social context, 88-89 transfer of knowledge, 87-88 Eye-movement tracking, 96 F Facet clusters, 187 Facets-based instruction and learning, 186 189, 202-206, 234, 273 separating medium effects from gravitational effects, 188-189 Facets DIAGNOSER, 96, 247-248 Facets of measurement, 121 Facets of student thinking, 187 Fairness in assessment, 7, 39, 214-218, 240 241 conditional versus unconditional inferences, 215-216 Federal agencies, establishing multidisciplinary discourse communities, 12-13, 304-305 Feedback in assessment, 4, 84-87 and expertise, 84-87 large-scale, 249-250 quality of, 234-236 Fluid intelligence, 66 fMRI. See Functional magnetic resonance imaging Formal measurement models as a form of reasoning from evidence, 112-117 reasoning principles and, 113-115 Formative assessment. Read the entire page →
From page 360... ... program, 270, 273-274 Inclined-plane schemes, novices' and experts' network representations of, 78-79 Individual achievement, using assessment to determine, 38-39 Inference conditional versus unconditional, 215-216 methods of, 97-102, 218 targets of, 45 Inference networks for the HYDRIVE student model, 170 structure of, 160 Information. See Publicity Information technology, 22 opportunities for advancing educational assessment, 9-10, 260-288 Instruction assessment linked with, 51-53 formative assessment in, 228-229 integrating models of cognition and learning with, 92-97 in learning assessment, providing for teachers, 14, 309-310 Instructional guidance, accountability versus, 223-224 Intelligent tutoring systems, 68, 231-233 application of Bayes nets in, 169-172 cognitive models of learning and, 93 effects on mathematics learning, 232-233 Interpretation analyzing in existing assessments, 12, 303-304 developers of assessment instruments focusing on, 13, 305-306 as part of the assessment triangle, 48-49 IRM. Read the entire page →
From page 361... ... See Latent semantic analysis M "Magic Number Seven" argument, 66 Mandates, increasing emphasis on classroom formative assessment, 14, 310-312 Maryland State Performance Assessment Program (MSPAP) , 245-246 MashpeeQuest performance task, 267-268 Mathematics effects of an intelligent tutoring system on learning, 232-233 student beliefs about the nature of, 91 Mathematics Test Creation Assistant, 263-264 Matrix sampling, 13, 248 Meaningful units, as encoded by chess experts, 74-75 Measurement models, 5-6, 112 adding cognitive structure to, 147-152 addition of new parameters, 148 formal, 112-117 hierarchization of, 148-152 incorporation of cognitive elements in existing, 134-147 standard, 117-127 Measurement science contributions to assessment, 5-6, 110-172 facets of, 121 impact of prior theories of, 25-30 making advances from available to educators, 11, 299 Media, publicizing the importance of assessment in improving learning, 14, 312-313 Mediated activity, 63 Memory contents of, 69-71 domain-general knowledge and problemsolving processes, 69-70 long-term, 67-68 schemes and the organization of knowledge, 70-71 working, 65-67 Metacognitive skills, 281 importance of, 4, 78-79, 361 Read the entire page →
From page 362... ... , 40, 90, 124, 200, 224, 244-245 National Board of Medical Examiners, 270 National Council of Teachers of Mathematics, 23, 275 National Education Research Policies and Priorities Board, 298 National Institute of Child Health and Human Development, 299 National Institute of Mental Health, 108 National Institute on Aging, 108 National Research Council (NRC) , 17, 23, 39, 59 Committee on Learning Research and Educational Practice, 294 National Science Foundation (NSF) Read the entire page →
From page 363... ... , 68, 108 Power law of practice, 85 Practice, in expertise, 84-87 Pragmatic issues, in linkage of assessments, 286 Precision and imprecision, in assessment, 42 Predictive tests, 18 Predisposition to learn, 80 Prior knowledge, role in expertise, 83-84 Privacy issues, in linkage of assessments, 287 Private-sector organizations, establishing multidisciplinary discourse communities, 12-13, 304-305 Probabilities base rate, 161 updated, 162 Problem-based learning, 276 Problem solving assessing in children, 46-47 complex, 265-269 domain-general knowledge, 69-70 methods for observing in children, 49 weak methods versus strong, 69-70 Production systems, 99 model of long-term memory, 67-68 Professional development programs, providing instruction in learning assessment, 14, 309-310 Profile strands. See Progress maps Progress maps, 117, 137, 190 BEAR assessment system, 119 cognitive elements in existing measurement models, 136-142 for counting and ordering, 191-193 keymath diagnostic arithmetic test, 139 of national writing achievement, 140-142 reporting individual achievement in spelling, 138 Progress variables, 115-117 from the issues, evidence and you curriculum, 116 Progressions of developing competence. Read the entire page →
From page 364... ... See Working memory Simulation, computational, 99 Situative perspective, on knowing and learning, 63-64 Skill acquisition curves, 86 Skill requirements, for fraction items, 158 "Slip probability," 153 SMART (Scientific and Mathematical Arenas for Refined Thinking) Model, 275-277 web-based resources for, 277 Social context, role in expertise, 88-89 Societal change, and changing expectations for learning, 22-23 Solution strategies, analysis of complex, 270 Sorting, of physics problems, 76 Space-splitting, 171-172 Spatial navigation, 105 Spelling, progress maps reporting individual achievement in, 138 SRI International, 267 Standard psychometric models, 117-128 classical test theory, 120-121 generalizability theory, 121-122 item response modeling, 123-126 latent class models, 126-127 multiattribute models, 128 S Schemas, and the organization of knowledge, 70-71 Science and mathematics, disparities in access to quality instruction in, 18 Science standards, 23-24 Scientific foundations, of assessment, 55-172 Scientists in Action video series, 275 Scoring guides, 116 SEM. Read the entire page →
From page 365... ... project, 279 GenScope�, 276, 278, 286-287 Knowledge Integration Environment, 278-279 MOOSE Crossing, 279 SMART Model, 275-277 Test Creation Assistant, 263-264 Testing. See Assessment Testing in American Schools, 25 Text analysis and scoring, 269 Theoretical perspectives, versus knowledgein-pieces, 204-205 Theory-based item generation, 263-265 ThinkerTools Inquiry Project, 96, 237-240, 265, 273 Thinking advances in the science of, 3-5, 58-109 conceptual scheme and language to guide, 11 Time-structured data, 133 Tools to facilitate modern assessment practices, 263-271. Read the entire page →
From page 366... ... ~ ~~o Co~rol-o^arlabl~s I can, 112 1~~, 133-134 I, 115-117 lu~~ Natlona1 Mast, 208 yak methods, of problem Solon, 69-70 Dole Dear system, chEdrcn coming to und~r~and, 180-181 Irked memos, 65-67 ~,~ to Monet 248-249 ~#lng achl~cmc~, progress maps of nylons 140-142 Read the entire page →

From page 355...

... See also Alternative assessment practices; Classroom formative assessment; Educational assessment; Modern assessment practices; Purposes of assessment as an instrument of reform, 24-25 analyzing existing, 12, 303-304 of aptitude, 37 balanced system, 253-257 basing on contemporary foundations, 3032 contributions of measurement and statistical modeling to, 5-6, 110-172 of control-of-variables strategy, 216-217 curriculum-embedded, 13, 243 defined, 20 developmental, 136-137, 190-192, 250 fairness in, 214-218, 240-241 future of, 292-294 implications of brain research for, 107-109 implications of cognition for, 71-72 implications of expertise for, 90-92 implications of learning models for, 96-97 implications of observation methods for, 101-102 implications of subject-matter expertise for, 79 integrating models of cognition and learning with, 92-97 limitations of current, 14, 26-29, 310-312 linked with curriculum and instruction, 51-53

Read the entire page →

From page 356...

... See also BEAR assessment system balance between classroom and largescale assessment, 252-253 Assessment triangle, 19, 44-51, 263-271, 282, 296 cognition, 44-47 cognition-interpretation linkage, 51 cognition-observation linkage, 51, 263269 interpretation, 48-49 observation, 47-48 observation-interpretation linkage, 51, 269-270 relationships among the three vertices of, 49, 51 Associationist perspective. See Behaviorist perspective Australia's Developmental Assessment program, 190-192 B Balance-scale problems, solving, 49-50 Balanced assessment systems, 253-257 approximations of, 257 between classroom and large-scale, 252253 coherence of, 255-256 comprehensiveness of, 253-255 continuity of, 256-257 Base rate probabilities, 161 of subprocedure profile, 161 Bayes nets, 154-165 mixed-number subtraction, 156-164 potential future role in assessment, 164165 Bayes theorem, 155 BEAR.

Read the entire page →

From page 357...

... See Computer as Learning Partner Cognition, 65-72 analyzing in existing assessments, 12, 303-304 and brain science, 104-109 developers of assessment instruments focusing on, 13, 305-306 implications for assessment, 71-72 importance of a model of, 6, 178-192, 229-230 as part of the assessment triangle, 44-47 Cognition-observation linkage, 51 complex problem solving, 265-269 concept organization, 265 enhancing, 263-269 theory-based item generation, 263-265 Cognitive architecture, 65-69 and brain research, 68-69 long-term memory, 67-68 working memory, 65-67 Cognitive coherence among curriculum, instruction, and assessment, 271-283 of balanced assessment, 255-256 Cognitive complexity, of science tasks, 210211 Cognitive elements in existing measurement models enhancement through diagnostics, 137, 142-147 incorporation of, 134-147 progress maps, 136-142 Cognitive models of learning of arithmetic, 94-95 for assessing children's problem-solving rules, 46-47 and debugging of computer programs, 95-96 implications for assessment, 96-97 integrating with instruction and assessment, 92-97 and intelligent tutoring, 93 Cognitive perspective, on knowing and learning, 62-63 Cognitive sciences defined, 20 making advances available to educators, 11, 299 Cognitive structures adding to measurement models, 147-152 psychometric modeling of, 152-165 Cognitively Guided Instruction (CGI) , 95, 234 and assessment, 230-231 Collaboration, recommendation for multidisciplinary, 11 Committee on Learning Research and Educational Practice, 294 Committee on the Foundations of Assessment, 1, 17, 291 Comparable validity, 214 Competencies.

Read the entire page →

From page 358...

... See also Multidisciplinary discourse communities conceptual scheme and language to guide, 11 Distributed learning, 285 Domain-general knowledge, and problemsolving processes, 69-70 Dyslexia, neural bases of, 108-109 E Economic change, and changing expectations for learning, 22-23 Educational assessment defined, 20 opportunities for advancing, 9-10, 260288 providing instruction in for teachers, 14, 309-310 purposes and contexts of use, 222-225 Educational curricula, developers of, creating tools to facilitate modern assessment practices, 13, 306-307 Educational decision making, studying how new forms of assessment affect, 12, 301-303 Educational reform assessment as an instrument of, 24-25 facilitating, 34 Educational Testing Service, 271 Educators. See Teacher education Environments.

Read the entire page →

From page 359...

... See also Novices and experts impact of cultural norms and student G beliefs, 90 implications for assessment, 90-92 multiple paths of learning, 81-83 practice and feedback, 84-87 predisposition to learn, 80 role of prior knowledge, 83-84 role of social context, 88-89 transfer of knowledge, 87-88 Eye-movement tracking, 96 F Facet clusters, 187 Facets-based instruction and learning, 186 189, 202-206, 234, 273 separating medium effects from gravitational effects, 188-189 Facets DIAGNOSER, 96, 247-248 Facets of measurement, 121 Facets of student thinking, 187 Fairness in assessment, 7, 39, 214-218, 240 241 conditional versus unconditional inferences, 215-216 Federal agencies, establishing multidisciplinary discourse communities, 12-13, 304-305 Feedback in assessment, 4, 84-87 and expertise, 84-87 large-scale, 249-250 quality of, 234-236 Fluid intelligence, 66 fMRI. See Functional magnetic resonance imaging Formal measurement models as a form of reasoning from evidence, 112-117 reasoning principles and, 113-115 Formative assessment.

Read the entire page →

From page 360...

... program, 270, 273-274 Inclined-plane schemes, novices' and experts' network representations of, 78-79 Individual achievement, using assessment to determine, 38-39 Inference conditional versus unconditional, 215-216 methods of, 97-102, 218 targets of, 45 Inference networks for the HYDRIVE student model, 170 structure of, 160 Information. See Publicity Information technology, 22 opportunities for advancing educational assessment, 9-10, 260-288 Instruction assessment linked with, 51-53 formative assessment in, 228-229 integrating models of cognition and learning with, 92-97 in learning assessment, providing for teachers, 14, 309-310 Instructional guidance, accountability versus, 223-224 Intelligent tutoring systems, 68, 231-233 application of Bayes nets in, 169-172 cognitive models of learning and, 93 effects on mathematics learning, 232-233 Interpretation analyzing in existing assessments, 12, 303-304 developers of assessment instruments focusing on, 13, 305-306 as part of the assessment triangle, 48-49 IRM.

Read the entire page →

From page 361...

... See Latent semantic analysis M "Magic Number Seven" argument, 66 Mandates, increasing emphasis on classroom formative assessment, 14, 310-312 Maryland State Performance Assessment Program (MSPAP) , 245-246 MashpeeQuest performance task, 267-268 Mathematics effects of an intelligent tutoring system on learning, 232-233 student beliefs about the nature of, 91 Mathematics Test Creation Assistant, 263-264 Matrix sampling, 13, 248 Meaningful units, as encoded by chess experts, 74-75 Measurement models, 5-6, 112 adding cognitive structure to, 147-152 addition of new parameters, 148 formal, 112-117 hierarchization of, 148-152 incorporation of cognitive elements in existing, 134-147 standard, 117-127 Measurement science contributions to assessment, 5-6, 110-172 facets of, 121 impact of prior theories of, 25-30 making advances from available to educators, 11, 299 Media, publicizing the importance of assessment in improving learning, 14, 312-313 Mediated activity, 63 Memory contents of, 69-71 domain-general knowledge and problemsolving processes, 69-70 long-term, 67-68 schemes and the organization of knowledge, 70-71 working, 65-67 Metacognitive skills, 281 importance of, 4, 78-79, 361

Read the entire page →

From page 362...

... , 40, 90, 124, 200, 224, 244-245 National Board of Medical Examiners, 270 National Council of Teachers of Mathematics, 23, 275 National Education Research Policies and Priorities Board, 298 National Institute of Child Health and Human Development, 299 National Institute of Mental Health, 108 National Institute on Aging, 108 National Research Council (NRC) , 17, 23, 39, 59 Committee on Learning Research and Educational Practice, 294 National Science Foundation (NSF)

Read the entire page →

From page 363...

... , 68, 108 Power law of practice, 85 Practice, in expertise, 84-87 Pragmatic issues, in linkage of assessments, 286 Precision and imprecision, in assessment, 42 Predictive tests, 18 Predisposition to learn, 80 Prior knowledge, role in expertise, 83-84 Privacy issues, in linkage of assessments, 287 Private-sector organizations, establishing multidisciplinary discourse communities, 12-13, 304-305 Probabilities base rate, 161 updated, 162 Problem-based learning, 276 Problem solving assessing in children, 46-47 complex, 265-269 domain-general knowledge, 69-70 methods for observing in children, 49 weak methods versus strong, 69-70 Production systems, 99 model of long-term memory, 67-68 Professional development programs, providing instruction in learning assessment, 14, 309-310 Profile strands. See Progress maps Progress maps, 117, 137, 190 BEAR assessment system, 119 cognitive elements in existing measurement models, 136-142 for counting and ordering, 191-193 keymath diagnostic arithmetic test, 139 of national writing achievement, 140-142 reporting individual achievement in spelling, 138 Progress variables, 115-117 from the issues, evidence and you curriculum, 116 Progressions of developing competence.

Read the entire page →

From page 364...

... See Working memory Simulation, computational, 99 Situative perspective, on knowing and learning, 63-64 Skill acquisition curves, 86 Skill requirements, for fraction items, 158 "Slip probability," 153 SMART (Scientific and Mathematical Arenas for Refined Thinking) Model, 275-277 web-based resources for, 277 Social context, role in expertise, 88-89 Societal change, and changing expectations for learning, 22-23 Solution strategies, analysis of complex, 270 Sorting, of physics problems, 76 Space-splitting, 171-172 Spatial navigation, 105 Spelling, progress maps reporting individual achievement in, 138 SRI International, 267 Standard psychometric models, 117-128 classical test theory, 120-121 generalizability theory, 121-122 item response modeling, 123-126 latent class models, 126-127 multiattribute models, 128 S Schemas, and the organization of knowledge, 70-71 Science and mathematics, disparities in access to quality instruction in, 18 Science standards, 23-24 Scientific foundations, of assessment, 55-172 Scientists in Action video series, 275 Scoring guides, 116 SEM.

Read the entire page →

From page 365...

... project, 279 GenScope�, 276, 278, 286-287 Knowledge Integration Environment, 278-279 MOOSE Crossing, 279 SMART Model, 275-277 Test Creation Assistant, 263-264 Testing. See Assessment Testing in American Schools, 25 Text analysis and scoring, 269 Theoretical perspectives, versus knowledgein-pieces, 204-205 Theory-based item generation, 263-265 ThinkerTools Inquiry Project, 96, 237-240, 265, 273 Thinking advances in the science of, 3-5, 58-109 conceptual scheme and language to guide, 11 Time-structured data, 133 Tools to facilitate modern assessment practices, 263-271.

Read the entire page →

From page 366...

... ~ ~~o Co~rol-o^arlabl~s I can, 112 1~~, 133-134 I, 115-117 lu~~ Natlona1 Mast, 208 yak methods, of problem Solon, 69-70 Dole Dear system, chEdrcn coming to und~r~and, 180-181 Irked memos, 65-67 ~,~ to Monet 248-249 ~#lng achl~cmc~, progress maps of nylons 140-142

Read the entire page →

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Index Pages 355-366

Index
Pages 355-366