Large-Scale Assessments That Support Learning

What Will It Take

Bibliographic Data

ID4254431
AuthorsNaomi Chudowsky, James W Pellegrino
Year2003
Volume42
Issue1
Pages75-83
Publication date2003-02-01
Peer ReviewedYes
Open AccessNo
TypeARTICLE
VenueTheory Into Practice (JOURNAL)
Journal identifiersISSN: 0040-5841 • E-ISSN: 1527-2532
PublisherInforma UK Limited (PUBLISHER • GB)
DOI10.1353/tip.2003.0002
OpenAlexW4233669265
LanguageEN
Citations received9

Large-scale assessments can and should support learning. But for that to happen, greater clarity is needed about the underlying constructs, or aspects of thinking and learning, that are the most important targets for assessment. This article describes the construct problem that has long existed in achievement testing, and argues that current research in the cognitive sciences, measurement, and technology make this an opportune time to make a significant leap forward in assessing critical aspects of learning. However, designing new kinds of situations for capturing the complexity of learning requires breaking out of the current paradigm of drop-in-from-the-sky standardized testing. It also requires a sustained, collaborative effort among specialists in academic content, learning, and assessment

CLARITY · Construct (python library · Critical thinking · Educational technology · Learning Sciences · Mathematics education · Scale (ratio · AI-based Problem Solving and Planning · Computer Science · Evaluation of Teaching Practices · Innovative Teaching and Learning Methods · Intelligent Tutoring Systems and Adaptive Learning · Psychology · Student Assessment and Feedback

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