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Chapter 4 - Assessment Attributes and Related Guidelines

Published online by Cambridge University Press:  08 February 2024

Fredricka Reisman ,
Larry Keiser ,
Jeff Westphal  and
Penny Hammrich
Fredricka Reisman
Affiliation:
Drexel University
Larry Keiser
Affiliation:
Drexel University
Jeff Westphal
Affiliation:
MeaningSphere Inc.
Penny Hammrich
Affiliation:
Drexel University
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Summary

This chapter includes a description of essential assessment attributes and types of assessments, reviews Bloom’s taxonomy of behavioral objectives, and introduces the developmental math and literacy curricula. In addition, the chapter provides background information for Chapters 5 and 6, which address the assessment of creativity and motivation. Appendix 4A is a glossary.

Keywords

assessment attributestypes of assessmentsBloom’s taxonomydevelopmental math and literacy curricula
Type
Chapter
Information
Connecting Creativity and Motivation Research with End Users
Lab to Learner
 , pp. 80 - 108
Publisher: Cambridge University Press
Print publication year: 2024

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References

Anderson, L. & Krathwohl, D. (eds.) (2001). A Taxonomy for Learning, Teaching, and Assessing: A Revision of Bloom’s Taxonomy of Educational Objectives. New York: Addison Wesley.Google Scholar
Armstrong, P. (2010). Bloom’s Taxonomy. Nashville: Vanderbilt University Center for Teaching. https://cft.vanderbilt.edu/guides-sub-pages/blooms-taxonomy/.Google Scholar
Bloom, B. S. (1956) Taxonomy of Educational Objectives, Handbook: The Cognitive Domain. David McKay, New York.Google Scholar
Bloom, B. S. (1969). Taxonomy of Educational Objectives: The Classification of Educational Goals: Handbook I, Cognitive Domain. New York: McKay.Google Scholar
Gelb, I. (1963). Study of Writing. Chicago: University of Chicago Press.Google Scholar
McNamara, D. S. & Kintsch, W. (1996). Learning from texts: Effects of prior knowledge and text coherence. Discourse Processes, 22(3), 247–288. https://doi.org/10.1080/01638539609544975.CrossRefGoogle Scholar
Orlin, B. (2015). US vs. UK: Mathematical terminology. Math with Bad Drawings. https://mathwithbaddrawings.com/2015/05/20/us-vs-uk-mathematical-terminology/comment-page-1.Google Scholar
Rawson, K. A. & Van Overschelde, J. P. (2008). How does knowledge promote memory? The distinctiveness theory of skilled memory. Journal of Memory and Language, 58(3), 646–668. https://doi.org/10.1016/j.jml.2007.08.004.CrossRefGoogle Scholar
Reisman, F. & Severino, L. (2021). Using Creativity to Address Dyslexia, Dysgraphia, and Dyscalculia: Assessment and Techniques. Oxford, UK: Routledge.Google Scholar
Reisman, F. K. & Kauffman, S. H. (1980). Mathematics Instruction for Children with Special Needs. Columbus, OH: Charles E. Merrill.Google Scholar
Tanner, D. & Reisman, F. (2014). Creativity as a Bridge between Education and Industry: Fostering New Innovations. North Charleston, NC: CreateSpace, an Amazon subsidiary.Google Scholar
US Department of Labor (1999). Testing and Assessment: An Employer’s Guide to Good Practices.Google Scholar

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