The Lack of Fidelity Between Cognitively Complex Constructs and Conventional Test Development Practice

Nichols, Paul D.; Sugrue, Brenda

doi:10.1111/j.1745-3992.1999.tb00011.x

Cited by 39 publications

(18 citation statements)

References 36 publications

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“…Indeed, in many or most cases the cognitive processes used by students are not known with certainty. Item writers usually are content specialists working from test specifications that have no formal relation to current psychological theory (e.g., Bejar, 1993; Embret-3 son, 1985; Hattie, Jaeger, & Bond, 1999;Mislevy, 1996;Nichols, 1994;Nichols & Sugrue, 1999;Snow & Lohman, 1989;Snow & Peterson, 1985). From a psychological perspective, for example, "content area" as described in Table 1 seems highly redundant with "knowledge," conceived of as understanding both concepts and processes of science.…”

Section: Analysis 2: Cognitive Category As the Dbf Organixing Principle'mentioning

confidence: 99%

Illustrating the Utility of Differential Bundle Functioning Analyses to Identify and Interpret Group Differences on Achievement Tests

Gierl¹,

Bisanz

Boughton³

et al. 2001

Educational Measurement

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Section: Analysis 2: Cognitive Category As the Dbf Organixing Principle'mentioning

confidence: 99%

Illustrating the Utility of Differential Bundle Functioning Analyses to Identify and Interpret Group Differences on Achievement Tests

Gierl¹,

Bisanz

Boughton³

et al. 2001

Educational Measurement

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“…The importance of free response questions in the assessment of higher order learning is well established (e.g., Birenbaum and Kikumi Tatsuoka 1987, Becker and Johnston 1999, Nichols and Sugrue 1999, Resnick and Zurawsky 2007, Heyborne et al 2011. Essay and short answer questions can allow students to cover a wider range of content than a multiple choice or matching question, they more easily assess the integrative and/or applied levels on Bloom's taxonomy as students are typically asked to "apply" or "explain", and allow students to express their reasoning for a given answer, providing important information for formative assessment.…”

Section: Resultsmentioning

confidence: 99%

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2017

stem

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Full version of volume 1 of the Proceedings of the Interdisciplinary STEM Teaching and Learning Conference.This complete issue is available in Proceedings of the Interdisciplinary STEM Teaching and Learning Conference:https://digitalcommons.georgiasouthern.edu/stem_proceedings/vol1/iss1/1Editor's NoteIt was with great pleasure that I was able to organize and put together the inaugural volume of the Proceedings of the Interdisciplinary STEM Teaching and Learning Conference. The opportunity to read the different studies and converse with authors from all over the region was rewarding and makes me proud of the good work being done in interdisciplinary STEM education.The first volume of the Proceedings of the Interdisciplinary STEM Teaching and Learning Conference includes topics from special education, curricular integration, using primary resources, methods for using new technologies, and cellular testing. I was truly impressed with the scope of the work presented at the conference and articulated in these papers.I want to acknowledge the Institute for Interdisciplinary STEM at Georgia Southern University and our fellows and affiliates who graciously and quickly assisted with the review process. Thank you to Lisa Stueve for leading this year's conference and Marsha Pate, Kania Greer, and Robert Mayes for all their support along the way. (National Science Foundation, 2015). The underrepresentation is a problem because the nation's competitiveness depends on diverse individuals with STEM knowledge, skills, and abilities to drive innovation that will need to new products and economic growth (Businesshigher Education Forum/A Policy Brief, 2014; National Academies of Sciences, Engineering, and Medicine, 2016; National Science Board, 2016). The author discusses the importance of engaging students with disabilities in informal Science, Technology, Engineering, and Mathematics activities.Keywords: extracurricular, clubs, STEM, disabilities, social skills, soft skills, informal, self-efficacy, self-determination The Importance of Extracurricular Activities for Students with DisabilitiesAll students, including students with disabilities (SWD) who participated in after-school programs that offer a variety of experiences develop skills and self-confidence (Kleinert, Miracle and Sheppard-Jones, 2007). These social and emotional skills are difficult to achieve in the typical classroom setting (Snellman, Silva, Frederick & Putnam, 2015). Kleinert and colleagues (2007) pointed out the Individuals with Disabilities Education Act (IDEA) requires schools to provide access to extracurricular activities and recommended participation in after-school programs is included in students' Individual Education Programs (IEPs). After-school clubs can integrate needed work place (soft skills, i.e. collaboration) and social skills interventions with students who share similar interests in a natural, informal, learning environment. Students with disabilities develop social competence by experiencing friendships and gaining valuable...

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“…There is a longstanding debate as to whether standard testing is capable of evaluating cognitive learning [22], [23]. Marzano and colleagues [24], [25] [26] have pointed out that standard assessment of learning was not designed to determine, for example, if cognitive abilities or newly-acquired knowledge will remain long term.…”

Section: Discussionmentioning

confidence: 99%

New Approaches to E-Cognitive Assessment of E-Learning

Elizabeth¹,

Octavio²,

Lopez-Gonzalez³

et al. 2015

IJeLS

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The Lack of Fidelity Between Cognitively Complex Constructs and Conventional Test Development Practice

Abstract: Do current test development practices align well with the cognitively complex constructs being called for in the educational reform movement? What types of test development practices are needed to develop measures of cognitively complex constructs?

Cited by 39 publications

References 36 publications

Illustrating the Utility of Differential Bundle Functioning Analyses to Identify and Interpret Group Differences on Achievement Tests

Illustrating the Utility of Differential Bundle Functioning Analyses to Identify and Interpret Group Differences on Achievement Tests

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New Approaches to E-Cognitive Assessment of E-Learning

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