The Role of Theories of Learning and Cognition in Assessment Design and Development

Nichols, Paul D.; Kobrin, Jennifer L.; Lai, Emily R.; Koepfler, James

doi:10.1002/9781118956588.ch2

Cited by 12 publications

(9 citation statements)

References 29 publications

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“…We adapted and elaborated on their framework to create a validation framework tailored to MM6-8. The modifications of this approach for MM6-8, and applications of a principled assessment design perspective (Nichols et al, 2016) are described in further detail in Confrey and Toutkoushian (2019) and Confrey et al (2019b).…”

Section: A Validation Framework and Argumentmentioning

confidence: 99%

Validation of a Learning Trajectory-Based Diagnostic Mathematics Assessment System as a Trading Zone

Confrey

Shah²,

Toutkoushian³

2021

Front. Educ.

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This study reports how a validation argument for a learning trajectory (LT) is constituted from test design, empirical recovery, and data use through a collaborative process, described as a “trading zone” among learning scientists, psychometricians, and practitioners. The validation argument is tied to a learning theory about learning trajectories and a framework (LT-based data-driven decision-making, or LT-DDDM) to guide instructional modifications. A validation study was conducted on a middle school LT on “Relations and Functions” using a Rasch model and stepwise regression. Of five potentially non-conforming items, three were adjusted, one retained to collect more data, and one was flagged as a discussion item. One LT level description was revised. A linear logistic test model (LLTM) revealed that LT level and item type explained substantial variance in item difficulty. Using the LT-DDDM framework, a hypothesized teacher analysis of a class report led to three conjectures for interventions, demonstrating the LT assessment’s potential to inform instructional decision-making.

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Section: A Validation Framework and Argumentmentioning

confidence: 99%

Validation of a Learning Trajectory-Based Diagnostic Mathematics Assessment System as a Trading Zone

Confrey

Shah²,

Toutkoushian³

2021

Front. Educ.

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“…ECD principles can be flexibly adapted across different learning and assessment contexts of creative thinking. Although we focus on ECD here, alternative frameworks that follow a principled approach for learning and assessment design can also be considered (e.g., Luecht 2013 ; Nichols et al 2016 ).…”

Section: Design Considerations For Learning and Assessment Tasksmentioning

confidence: 99%

Imagine: Design for Creative Thinking, Learning, and Assessment in Schools

2020

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Although not generally included in classroom activities of the past, cultivating creative thinking is considered one of the core strands in future-focused learning in schools. Learning focused on creative thinking is uncommon in school, mainly due to a lack of consensus on the definition of the creative thinking competency and a lack of effective methods designed for curriculum-embedded implementations of creative thinking learning and assessment in classrooms. This paper describes the development of a framework for formative assessments of creative thinking frameworks and provides considerations for the design of technology-enhanced learning and assessment in support of creative thinking competency in students. Task models described in the paper aimed to cultivate creative thinking and elicit evidence on competency development in students. Future directions for the development and validation of learning and assessment approaches are discussed.

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“…Three major problems have been highlighted in terms of assessment design. First, the power of diagnostic measurement cannot be realized without a principled assessment design (Nichols, Kobrin, Lai, & Koepfler, 2016). The cognitive theories that should underlie the diagnostic assessment design are missing; thus, it is often difficult to support the attribute specifications in DCMs either theoretically or empirically.…”

Section: Possibility and Challenges Of Retrofittingmentioning

confidence: 99%

Retrofitting Diagnostic Classification Models to Responses From IRT-Based Assessment Forms

Liu

Huggins-Manley

Bulut

2017

Educational and Psychological Measurement

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Developing a diagnostic tool within the diagnostic measurement framework is the optimal approach to obtain multidimensional and classification-based feedback on examinees. However, end users may seek to obtain diagnostic feedback from existing item responses to assessments that have been designed under either the classical test theory or item response theory frameworks. Retrofitting diagnostic classification models to existing assessments designed under other psychometric frameworks could be a plausible approach to obtain more actionable scores or understand more about the constructs themselves. This study (a) discusses the possibility and problems of retrofitting, (b) proposes a step-by-step retrofitting framework, and (c) explores the information one can gain from retrofitting through an empirical application example. While retrofitting may not always be an ideal approach to diagnostic measurement, this article aims to invite discussions through presenting the possibility, challenges, process, and product of retrofitting.

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The Role of Theories of Learning and Cognition in Assessment Design and Development

Cited by 12 publications

References 29 publications

Validation of a Learning Trajectory-Based Diagnostic Mathematics Assessment System as a Trading Zone

Validation of a Learning Trajectory-Based Diagnostic Mathematics Assessment System as a Trading Zone

Imagine: Design for Creative Thinking, Learning, and Assessment in Schools

Retrofitting Diagnostic Classification Models to Responses From IRT-Based Assessment Forms

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