Investigating the Cognitive Complexity of Science Assessments

Gail P. Baxter · Robert A. Glaser

172 citations0/0 files storedEducational Measurement Issues and Practice

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Science Education and Pedagogy Psychometric Methodologies and Testing Educational Assessment and Pedagogy

Abstract

How can knowledge of the development of expertise in a subject area inform the development of assessments in that area? How can one examine the relationship between what is anticipated from a performance assessment and what is actually seen?

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1984Learning How to Learn 1973Perception in chess 2014The Nature of Expertise 1991Toward a general theory of expertise : prospects and limits 1997Quantifying Qualitative Analyses of Verbal Data: A Practical Guide 1994The Interplay of Evidence and Consequences in the Validation of Performance Assessments 1991Complex, Performance-Based Assessment: Expectations and Validation Criteria 1986How knowledge is structured and used by expert and novice children

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2001On the Validity of Cognitive Interpretations of Scores From Alternative Concept-Mapping Techniques 2011Validating Measurement of Knowledge Integration in Science Using Multiple-Choice and Explanation Items 2004Avoiding Misconception, Misuse, and Missed Opportunities: The Collection of Verbal Reports in Educational Achievement Testing 1999Chapter 9 : Addressing the “Two Disciplines” Problem: Linking Theories of Cognition and Learning With Assessment and Instructional Practice 2010Application of Think Aloud Protocols for Examining and Confirming Sources of Differential Item Functioning Identified by Expert Reviews

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