Book contents
- Frontmatter
- Contents
- 1 The Learning Sciences in Educational Assessment: An Introduction
- 2 Evaluating Cognitive Models in Large-Scale Educational Assessments
- 3 Cognitive Models of Task Performance for Reading Comprehension
- 4 Cognitive Models of Task Performance for Scientific Reasoning and Discovery
- 5 Cognitive Models of Task Performance for Mathematical Reasoning
- 6 Putting It All Together: Cognitive Models to Inform the Design and Development of Large-Scale Educational Assessment
- 7 Cognitively Based Statistical Methods – Technical Illustrations
- Index
- References
1 - The Learning Sciences in Educational Assessment: An Introduction
Published online by Cambridge University Press: 05 June 2012
- Frontmatter
- Contents
- 1 The Learning Sciences in Educational Assessment: An Introduction
- 2 Evaluating Cognitive Models in Large-Scale Educational Assessments
- 3 Cognitive Models of Task Performance for Reading Comprehension
- 4 Cognitive Models of Task Performance for Scientific Reasoning and Discovery
- 5 Cognitive Models of Task Performance for Mathematical Reasoning
- 6 Putting It All Together: Cognitive Models to Inform the Design and Development of Large-Scale Educational Assessment
- 7 Cognitively Based Statistical Methods – Technical Illustrations
- Index
- References
Summary
Victor Hugo is credited with stating that “There is nothing more powerful than an idea whose time has come.” In educational achievement testing, a multi-billion-dollar activity with profound implications for individuals, governments, and countries, the idea whose time has come, it seems, is that large-scale achievement tests must be designed according to the science of human learning. Why this idea, and why now? To begin to set a context for this idea and this question, a litany of research studies and public policy reports can be cited to make the simple point that students in the United States and abroad are performing relatively poorly in relation to expected standards and projected economic growth requirements (e.g., American Association for the Advancement of Science, 1993; Chen, Gorin, Thompson, & Tatsuoka, 2008; Grigg, Lauko, & Brockway, 2006; Hanushek, 2003, 2009; Kilpatrick, Swafford, & Findell, 2001; Kirsch, Braun, & Yamamoto, 2007; Manski & Wise, 1983; Murnane, Willet, Dulhaldeborde, & Tyler, 2000; National Commission on Excellence in Education, 1983; National Mathematics Advisory Panel, 2008; National Research Council, 2005, 2007, 2009; Newcombe et al., 2009; Phillips, 2007; Provasnik, Gonzales, & Miller, 2009). According to a 2007 article in the New York Times, Gary Phillips, chief scientist at the American Institutes for Research, was quoted as saying, “our Asian economic competitors are winning the race to prepare students in math and science.”
- Type
- Chapter
- Information
- The Learning Sciences in Educational AssessmentThe Role of Cognitive Models, pp. 1 - 44Publisher: Cambridge University PressPrint publication year: 2011