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

Authors :
Bennett, RandyElliot
Source :
Measurement; Apr-Sep2010, Vol. 8 Issue 2/3, p70-91, 22p, 1 Diagram
Publication Year :
2010

Abstract

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]

Details

Language :
English
ISSN :
15366367
Volume :
8
Issue :
2/3
Database :
Complementary Index
Journal :
Measurement
Publication Type :
Academic Journal
Accession number :
53773223
Full Text :
https://doi.org/10.1080/15366367.2010.508686