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Cognitively Based Assessment of, for, and as Learning (CBAL): A Preliminary Theory of Action for Summative and Formative Assessment

机译:基于认知的学习评估,学习评估和学习评估(CBAL):总结性和形成性评估的初步行动理论

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摘要

CBAL (Cognitively Based Assessment of, for, and as Learning) is a research initiative intended to create a model for an innovative K-12 assessment system that documents what students have achieved (of learning); helps identify how to plan instruction (for learning); and is considered by students and teachers to be a worthwhile educational experience in and of itself (as learning). Because CBAL intends to not only measure student achievement but also facilitate it, CBAL, like any similar assessment program, requires a theory of action. This paper describes the notion of theory of action, offers a preliminary version of such a theory for CBAL, and outlines a provisional research program for evaluating that theory.
机译:CBAL(基于认知的学习评估,学习评估和学习评估)是一项研究计划,旨在为创新的K-12评估系统创建模型,该系统记录学生在学习中所取得的成就;帮助确定如何计划教学(用于学习);并且被学生和老师认为本身就是一次有价值的教育经历(作为学习)。因为CBAL不仅打算衡量学生的成绩,而且还希望促进成绩,所以CBAL与任何类似的评估计划一样,都需要一种行动理论。本文描述了行动理论的概念,为CBAL提供了这种理论的初步版本,并概述了评估该理论的临时研究计划。

著录项

  • 来源
    《Measurement》 |2010年第3期|p.70-91|共22页
  • 作者

    Randy Elliot Bennett;

  • 作者单位

    ETS, Research and Development, Princeton, NJ 08541;

  • 收录信息 美国《科学引文索引》(SCI);
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

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