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This study explored some aspects of reasoning needed to complete science performance assessments, i.e., students' hands-on investigations scored for the scientific justifiability of the findings. The reasoning demands of science performance assessments were studied focusing on three dimensions identified from a previous analysis of data from the National Education Longitudinal Survey of 1988: basic knowledge and reasoning, spatial mechanical reasoning, and quantitative science reasoning. In this pilot study, six subjects (three science teacher experts and three high school physics student novices) were asked to think aloud while they completed one of three science performance assessments. The assessments were chosen because their tasks appeared to elicit differences in reasoning across these three dimensions. Comparisons were then made across the performance assessments and across expertise levels. The talk-alouds provided evidence of the three reasoning dimensions consistent with the nominal analysis of the performance assessment tasks. Experts were more likely to use scientific reasoning in addressing the tasks, while novices verbalized more "doing something" and "monitoring" statements. An appendix contains a chart of performance assessment and reasoning dimensions. (Contains 9 tables, 7 figures, and 19 references.) (Author/SLD)

Descriptors: High School Students, High Schools, Knowledge Level, Performance Based Assessment, Protocol Analysis, Science Teachers, Science Tests, Spatial Ability, Thinking Skills

National Center for Research on Evaluation, CRESST/CSE, Graduate School of Education & Information Studies, University of California, Los Angeles, CA 90095-1522. Tel: 310-206-1532.









Autor: Ayala, Carlos Cuauhtemoc; Shavelson, Richard; Ayala, Mary Ann

Fuente: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=8655&id=ED457170



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