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
6 - Putting It All Together: Cognitive Models to Inform the Design and Development of Large-Scale Educational Assessment
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
In this penultimate chapter, we summarize our impetus for identifying and evaluating diagrammatic cognitive models in reading, science, and mathematics and offer some conclusions about where we go from here. Borrowing the definition from Leighton and Gierl (2007a), a cognitive model was defined as a “simplified description of human problem solving on standardized educational tasks, which helps to characterize the knowledge and skills students at different levels of learning have acquired and to facilitate the explanation and prediction of students' performance” (p. 6). In Chapter 1, we indicated that large-scale educational tests, redesigned and redeveloped from cognitive models in the learning sciences, may offer enhanced information (test-based inferences) about student problem solving and thinking. This enhanced information may help remediate the relatively low test performance of many students, including U.S. students, who are struggling to learn and demonstrate knowledge in core domains. In Chapter 1, we also presented accepted knowledge and principles from the learning sciences about the nature of thinking, learning, and performance to set the stage for what may be required for redesigning and redeveloping large-scale assessments. Illustrative empirical studies in the field of educational measurement were described to demonstrate attempts at redesigning and redeveloping educational assessments based on the learning sciences. Chapters 2, 3, 4, and 5 presented our criteria for evaluating cognitive models and also offered examples of diagrammatic cognitive models in reading, science, and mathematics that have garnered substantial empirical support.
- Type
- Chapter
- Information
- The Learning Sciences in Educational AssessmentThe Role of Cognitive Models, pp. 197 - 233Publisher: Cambridge University PressPrint publication year: 2011