A case study in principled assessment design: Designing assessments to measure and support the development of argumentative reading and writing skills
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| Format: | Artículo científico |
| Sprache: | en |
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Colegio Oficial de Psicólogos de Madrid
2014
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| _version_ | 1876452136793931776 |
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| author | Paul Deane |
| author_facet | Paul Deane |
| contents | A case study in principled assessment design: Designing assessments to measure and support the development of argumentative reading and writing skills Paul Deane Yi Song Psicología CBAL CBAL Reading Reading Writing This paper presents a principled approach to assessment design in which major design decisions are structured to support teaching and learning. This approach, developed as part of a long-term research initiative at ETS, Cognitively Based Assessments of, for and as Learning (CBAL), draws upon the learning and cognitive science literatures to create richly-structured assessments that simultaneously measure critical component skills and model effective strategies for applying those skills to complex performance tasks. To illustrate our approach, we focus on an important literacy practice: argumentation. Our model seeks to measure qualitative shifts in the development of critical argumentation skills by postulating argumentation learning progressions informed by the developmental literature. These learning progressions play a critical role in guiding assessment design decisions (selecting targeted skills, developing items to measure those skills, and determining task sequences) and may have the potential to support teachers’ instructional decisions that effectively scaffold the development of students’ argumentation skills. 2014 artículo científico 1135-755X https://www.redalyc.org/articulo.oa?id=613765435005 en http://www.redalyc.org/revista.oa?id=6137 Psicología Educativa. Revista de los Psicólogos de la Educación application/pdf Colegio Oficial de Psicólogos de Madrid Psicología Educativa. Revista de los Psicólogos de la Educación (España) Num.2 Vol.20 |
| format | Artículo científico |
| id | redalyc_613765435005 |
| institution | Redalyc |
| language | en |
| publishDate | 2014 |
| publisher | Colegio Oficial de Psicólogos de Madrid |
| spellingShingle | A case study in principled assessment design: Designing assessments to measure and support the development of argumentative reading and writing skills Paul Deane Psicología CBAL CBAL Reading Reading Writing A case study in principled assessment design: Designing assessments to measure and support the development of argumentative reading and writing skills Paul Deane Yi Song Psicología CBAL CBAL Reading Reading Writing This paper presents a principled approach to assessment design in which major design decisions are structured to support teaching and learning. This approach, developed as part of a long-term research initiative at ETS, Cognitively Based Assessments of, for and as Learning (CBAL), draws upon the learning and cognitive science literatures to create richly-structured assessments that simultaneously measure critical component skills and model effective strategies for applying those skills to complex performance tasks. To illustrate our approach, we focus on an important literacy practice: argumentation. Our model seeks to measure qualitative shifts in the development of critical argumentation skills by postulating argumentation learning progressions informed by the developmental literature. These learning progressions play a critical role in guiding assessment design decisions (selecting targeted skills, developing items to measure those skills, and determining task sequences) and may have the potential to support teachers’ instructional decisions that effectively scaffold the development of students’ argumentation skills. 2014 artículo científico 1135-755X https://www.redalyc.org/articulo.oa?id=613765435005 en http://www.redalyc.org/revista.oa?id=6137 Psicología Educativa. Revista de los Psicólogos de la Educación application/pdf Colegio Oficial de Psicólogos de Madrid Psicología Educativa. Revista de los Psicólogos de la Educación (España) Num.2 Vol.20 |
| title | A case study in principled assessment design: Designing assessments to measure and support the development of argumentative reading and writing skills |
| topic | Psicología CBAL CBAL Reading Reading Writing |
| url | https://www.redalyc.org/articulo.oa?id=613765435005 |