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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. [ABSTRACT FROM AUTHOR]

Construct maps are tools that display how the underlying achievement construct upon which one is trying to set cut-scores is related to other information used in the process of standard setting. This article reviews what construct maps are, uses construct maps to provide a conceptual framework to view commonly used standard-setting procedures (the Angoff, Bookmark, Mapmark, Briefing Book, Body of Work, Contrasting Groups, Borderline Groups, and Construct Mapping methods), and describes how construct maps can be applied to set cut-scores and provide feedback, evaluate standard-setting methods, and synthesize data from various standard-setting methods when deciding on cut-scores. Suggestions of how construct maps could help resolve several of the common criticisms of operational standard-setting procedures, including issues related to panelist inconsistency and score gaps, are also provided. An example from a large-scale state-testing program illustrates how construct maps may be applied in practice. [ABSTRACT FROM PUBLISHER]