Knowledge-based cognition and performance assessment in the science classroom

Abstract

Changes in knowledge underlie the cognitive capabilities that are displayed in competent performance and the acquisition of improved performance. It is important to bring these knowledge-generated processes to attention because they represent possibilities for instructional design that might improve learning. In this article, the role of performance assessments in making relevant cognitive activity apparent to teachers and students is discussed. Descriptions of the cognitive activity of fifth-grade students carrying out a science performance assessment reveal critical differences between those who think and reason well with their knowledge of circuits and those who do not. Differences in quality of explanations, adequacy of problem representation, appropriateness of solution strategies, and frequency and flexibility of self-monitoring indicate more or less effective learning of the subject matter. Awareness of and attention to these cognitive characteristics of competent performance in an assessment situation provides teachers the necessary feedback to construct classroom environments that encourage reasoning and knowledge integration. In this way, performance assessments not only evaluate student performance but suggest changes in instructional practice to support effective learning in the elementary science classroom.

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