Book contents
- Frontmatter
- Contents
- Preface
- Contributors
- 1 Introduction
- PART I FOUNDATIONS
- PART II METHODOLOGIES
- 8 Learner-Centered Design
- 9 The Evolution of Design Studies as Methodology
- 10 Design-Based Research
- 11 Guiding Inquiry-Based Math Learning
- 12 Analyzing Collaborative Discourse
- 13 Assessing for Deep Understanding
- PART III THE NATURE OF KNOWLEDGE
- PART IV MAKING KNOWLEDGE VISIBLE
- PART V LEARNING TOGETHER
- PART VI LEARNING ENVIRONMENTS
- Afterword: After How Comes What
- Epilogue: The Fundamental Issue in the Learning Sciences
- Author Index
- Subject Index
- References
13 - Assessing for Deep Understanding
Published online by Cambridge University Press: 05 June 2012
- Frontmatter
- Contents
- Preface
- Contributors
- 1 Introduction
- PART I FOUNDATIONS
- PART II METHODOLOGIES
- 8 Learner-Centered Design
- 9 The Evolution of Design Studies as Methodology
- 10 Design-Based Research
- 11 Guiding Inquiry-Based Math Learning
- 12 Analyzing Collaborative Discourse
- 13 Assessing for Deep Understanding
- PART III THE NATURE OF KNOWLEDGE
- PART IV MAKING KNOWLEDGE VISIBLE
- PART V LEARNING TOGETHER
- PART VI LEARNING ENVIRONMENTS
- Afterword: After How Comes What
- Epilogue: The Fundamental Issue in the Learning Sciences
- Author Index
- Subject Index
- References
Summary
Imagine that at the end of this chapter I have written some well-crafted comprehension questions related to the chapter's key content and that you are highly motivated to answer them to the best of your ability. Will your answers provide a good assessment of your understanding of the topic? How well will I understand what you have learned from reading, based on reviewing your answers? What might you, and I, be missing?
In part, the answers to these questions depend on the goals I have for your learning and for my assessment of your progress. To the extent that my goal is only for you to be able to restate my key points soon after reading the chapter, then the assessment may fit, assuming that you understand the questions and have the communication skills to formulate answers. By contrast, since my goal is really for you to be able to use the assessment principles that you glean from these pages to strengthen your own research designs and, thereby, gain a deeper understanding of the learning you are studying, then your answers to the comprehension questions likely have little to do with your ability to apply the principles effectively (although perhaps the comprehension is a prerequisite).
This reflection begins to highlight the challenge of assessment in the learning sciences where the goal is for students to acquire deep understanding, the kind of knowledge experts use to accomplish meaningful tasks.
- Type
- Chapter
- Information
- The Cambridge Handbook of the Learning Sciences , pp. 205 - 222Publisher: Cambridge University PressPrint publication year: 2005
References
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