SMABS 2004 Jena University
SMABS 2004 Home Organization About Jena Sponsors Links Imprint / Contact SMABS Home

European Association of Methodology

Department of methodology and evaluation research

Jena University

Contributions: Abstract

Recent decades have witnessed considerable progress in understanding how people acquire and use knowledge. This presentation considers implications of these developments for educational assessment. It begins with an overview of themes from cognitive psychology that are particularly relevant for learning in school and at work. Insights from both the information-processing and sociocultural perspectives are considered, including the roles of knowledge structures, participation in social situations, and forms for representing and working with information. How one constructs assessment arguments in light of these developments is then addressed: What claims does one want to make about students? What must one see students say, make, or do to ground the claims? What characteristics of situations enable students to demonstrate their capabilities? How one crafts the "pieces of machinery" of an operational assessment - the tasks, the scoring rules, the measurement models - to embody an assessment argument is then considered.

Key words: Assessment design, cognitive psychology, evidentiary reasoning, psychometrics.