CRESST Performance Assessment Models: Assessing Content Area Explanations

Baker, Eva L.; Aschbacher, Pamela R.; Niemi, David; Sato, Edynn

doi:10.1037/e645212011-001

Cited by 10 publications

(10 citation statements)

References 0 publications

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“…Typically, measurement experts have argued that accountability and diagnosis should be conducted with separate types of assessments, but for practical, economic, and conceptual reasons, we argue that they can be merged into a single measure with different methods of reporting the data for different purposes (Baker, Aschbacher, Niemi, & Sato, 1992). Findings in recent studies supported this hypothesis.…”

Section: Using the Characteristics To Design Simulations And Assessmesupporting

confidence: 73%

Templates and Objects in Authoring Problem-Solving Assessments

Vendlinski¹,

Baker²,

Niemi³

2017

Assessment of Problem Solving Using Simulations

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Assessing whether students can both re-present a corpus of learned knowledge and also demonstrate that they can apply that knowledge to solve problems is key to assessing student understanding. This notion, in turn, impacts our thinking about what we assess, how we author such assessments, and how we interpret assessment results. The diffusion of technology into venues of learning offers new opportunities in the area of student assessment. Specifically, computer-based simulations seem to provide sufficiently rich environments and the tools necessary to allow us to infer accurately how well a student's individual mental model of the world can accommodate, integrate, and be used to exploit concepts from a domain of interest. In this paper then, we first identify the characteristics of simulations that our experience suggests are necessary to make them appropriate for pedagogical and assessment purposes. Next, we discuss the models and frameworks (templates) we have used to ensure these characteristics are considered. Finally, we describe two computerized instantiations (objects) of these frameworks and implications for the follow-on design of simulations.

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Section: Using the Characteristics To Design Simulations And Assessmesupporting

confidence: 73%

Templates and Objects in Authoring Problem-Solving Assessments

Vendlinski¹,

Baker²,

Niemi³

2017

Assessment of Problem Solving Using Simulations

Self Cite

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“…More subjective questions would help develop their higher level thinking. 'The demand for alternative ways to assess students' complex thinking skills rather than mere recall of facts has resulted in a dramatic increase in the development of new measures for use at the local or state level' (Baker et al, 1992). Revised evaluation methods will lead to changes in both teaching and learning processes.…”

Section: Interpretation Of the Resultsmentioning

confidence: 99%

“…Even some essays are graded, based on the relevant points made by students. Baker, Aschbacher, Niemi, and Sato (1992) believed that present standardised tests fail to measure students' deep understanding.…”

Section: Deep Learning Strategymentioning

confidence: 98%

Examining the mediating effect of learning strategies on the relationship between students’ history interest and achievement

Dan

Todd

2013

Educational Psychology

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Research into the effect of interest consistently indicated that interest positively related to students' achievement; however, the mechanism through which it affected the learning result remained an open question. This study intended to examine how learning strategies mediated the relationship between interest and achievement in the domain of history learning. Biggs Learning Process Questionnaire, which distinguishes between the surface and deep-level learning strategies, was adopted to describe students' learning process. Structural equation modelling and the distribution of products test were used to evaluate the mediating effect. Based on available resources, the participants were seventh grade students in China. Analyses revealed that the surface-learning strategy served as a mediator, but the deep-learning strategy did not play the same role.

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“…In research conducted at UCLA and the University of Missouri, collaborative groups of teachers and researchers have worked together to identify central elements of subject area knowledge, and these elements have been the focus of assessment design, testing, and scoring (Baker, Aschbacher, Niemi, & Sato, 1992;Niemi, 1996b). Domain concepts and principles identified through research on subject area understanding have been verified by comparison and alignment with curriculum and standards documents published by national or state agencies and professional groups.…”

Section: Cognitive Approaches To Assessmentmentioning

confidence: 99%

“…Examples of important ideas identified for the Civil War era include states' rights, constitutionality, the immorality of slavery, and economic differences between the North and South. Understanding of concepts such as these and related principled and factual knowledge was assessed using a history explanation task developed by Eva Baker and her colleagues (Baker, Aschbacher, et al, 1992;Baker, Freeman, & Clayton, 1991).…”

Section: Concepts In Historymentioning

confidence: 99%