Psychometricians’ Beliefs About Learning
Dados Bibliográficos
| ID | 9733622 |
|---|---|
| Autores | Lorrie A Shepard (0000-0002-0843-0166, The School of Education, Campus Box 249, University of Colorado, Boulder, CO 80309. Her specializations are educational measurement and policy research, autor correspondente) |
| Ano | 1991 |
| Volume | 20 |
| Fascículo | 7 |
| Páginas | 2-16 |
| Data de publicação | 1991-10-01 |
| Peer Reviewed | Sim |
| Open Access | Sim |
| Tipo | ARTICLE |
| Periódico | Educational Researcher (JOURNAL) |
| Identificadores do periódico | ISSN: 0013-189X • E-ISSN: 1935-102X |
| Editora | American Educational Research Association (AERA) (PUBLISHER) |
| DOI | 10.3102/0013189x020007002 |
| OpenAlex | W2146068067 |
| Idioma | EN |
| Citações recebidas | 49 |
| Referências citadas | 13 |
The author contends that disputes within the measurement community about what constitutes legitimate test preparation and whether “teaching to the test” is good or bad for student learning can be explained by differences in measurement specialists beliefs about learning. Qualitative analysis of interview data from a nationally representative sample of 50 district testing directors revealed that approximately half of the measurement specialists operate from implicit learning theories that advocate, first, close alignment of tests with curriculum and, second, judicious teaching of tested content. Historical quotations are used to show that these beliefs, associated with criterion-referenced testing, derive from behaviorist learning theory, which requires sequential mastery of constituent skills and explicit testing of each learning step. The sequential, facts-before-thinking model of learning is contradicted, however, by a substantial body of evidence from cognitive psychology. Implicit beliefs should be made explicit because an understanding of learning theory assumptions is fundamental to evaluating evidence of testing effects and therfore to framing validity investigations
Cognition · Cognitive psychology · Criterion-referenced test · Curriculum · Developmental psychology · Framing (construction · Item response theory · Learning theory · Mathematics education · Pedagogy · Psychometrics · Standardized test · Test (biology · Evaluation of Teaching Practices · Intelligent Tutoring Systems and Adaptive Learning · Psychology · Social Psychology · Student Assessment and Feedback
Teachers' conceptions of mathematics and students' achievement
Lessons learned from the use of randomized and quasi-experimental field designs for the evaluation of educational programs
Criterion Referencing and the Meaning of National Curriculum Assessment
Assessment and Classroom Learning
Cognitive Tutors
Understanding and Validity in Qualitative Research
Students' and teachers' conceptions of the nature of science
Higher Order Thinking Skills and Low-Achieving Students
Fostering students' knowledge and argumentation skills through dilemmas in human genetics
Using an Evidence-Informed Approach to Improve Students’ Higher Order Thinking Skills
“I See Her Able to Stay on Track”
Washback of English national exams at ninth-grade level in Thailand and Indonesia
Psychological Predictors Of The Propensity To Omit Short-Response Items On A High-Stakes Achievement Test
Power Struggles
Epistemology and reading
Divergent consequences of success and failure in Japan and North America
Psychological theory and pedagogical effectiveness
Play or learn
Task- and self-related pathways to deep learning
The adaptation and validation of the CEQ and the R-SPQ-2F to the Japanese tertiary environment
Planning and preparing for public health threats at airports
Policy and validity prospects for performance-based assessment
The assessment of professional competence
Japanese and American student teacher voice
Learning models in different cultures
Building and using a social network
Suicide as a sin and mental illness
Performance Assessment Design Principles Gleaned from Constructivist Learning Theory (Part 1)
Everything goes smoothly”
Assessment of teaching and learning in “literature-based” classrooms
Teachers’ beliefs about low-achieving students and higher order thinking
Teaching writing, writing research
Principles for literacy assessment
Teaching Melodic Dictation in Advanced Placement Music Theory
Melodic Dictation Instruction
Learning as a Task or a Virtue
Complex, Performance-Based Assessment
The Place of Testing Reform in Educational Reform
Assessment of Complex Performances
Testing and Assessment for the Good of Education
The Place of Psychometricians’ Beliefs in Educational Reform
Rethinking Psychometricians’ Beliefs About Learning
Building Assessment Cultures
Perspectives on Alternative Assessment Reform
Assessment for Measurement or Standards
Higher Order Instructional Goals in Secondary Schools
Putting Practice Into Theory
"Beyond "breadth and depth
Student ratings of instruction in the USA
| Obras citantes distintas | 49 |
|---|---|
| Citações por ano | 1,4 |
| Intervalo de citações | 1991 - 2024 (34) |
| Velocidade de citação | recent |
| Altamente citado | Não |
| Tipos de citação | Neutras: 46 |