Alternatives in Assessment of Achievements, Learning Processes and Prior Knowledge

397 Pages·1996·11.783 MB·English

by  Menucha Birenbaum (auth.), Menucha Birenbaum, Filip J. R. C. Dochy (eds.)

Alternatives in Assessment of
Achievements, Learning Processes
and Prior Knowledge
Evaluation in Education and
Human Services
Editors:
George F. Madaus, Boston College,
Chestnut Hill, Massachusetts, U.S.A.
Daniel L. Stufflebeam, Western Michigan
University, Kalamazoo, Michigan, U.S.A.
Other books in the series:
Madaus, G. and Stufflebeam, D.:
Education Evaluation: Cklssic Works of Ralph W. Tyler
Gifford, B:
Test Policy and Test Performance
Osterlind, S.:
Constructing Test Items
Smith, M.:
Evaluability Assessment
Ayers, J. and Berney, M.:
A Practical Guide to Teacher Education Evaluation
Hambleton, R. and Zaal, J.:
Advances in Educational and Psychological Testing
Gifford, B. and O'Connor, M.:
Changing Assessments
Gifford, B.:
Policy Perspectives on Educational Testing
Basarab, D. and Root, D.:
The Training Evaluation Process
Haney, W.M., Madaus, G.P. and Lyons, R.:
The Fractured Marketpklce for Standardized Testing
Wing, L.C. and Gifford, B.:
Policy Issues in Employment Testing
Gable, R.E.:
Instrument Development in the Affective Domain (2nd Edition)
Kremer-Hayon, L.:
Teacher Self-Evaluation
Payne, David A.:
Designing Educational Project and Program Evaluations
Oakland T. and Hambleton, R.:
International Perspectives on Academic Assessment
Nettles, M.T. and Nettles, A.L.:
Equity and Excellence in Educational Testing and Assessment
Shinkfield, A.I. and Stufflebeam, D.L.:
Teacher Evaluation: Guide to Effective Practice
Altematives in Assessment of
Achievements, Leaming Processes
and Prior Knowledge
edited by
Menucha Birenbaum
Tel Aviv University
Israel
and
Filip J.R.C. Dochy
University of Heerlen
The Netherlands
"~.
SPRINGER SCIENCE+BUSINESS MEDIA, LLC
Library of Congress Cataloging-in-Publication Data
Alternatives in assessment of achievements, leaming processes, and
prior knowledge / edited by Menucha Birenbaum and Filip J.R.C.
Dochy.
p. cm. -- (Evaluation in education and human services)
Inciudes bibliographical references and index.
ISBN 978-94-010-4287-1 ISBN 978-94-011-0657-3 (eBook)
DOI 10.1007/978-94-011-0657-3
1. Academic achievement--Evaluation. 2. Leaming--Evaluation.
3. Educational tests and measurements. 1. Birenbaum, Menucha.
II. Dochy, F. J.R.C. (Filip J.R.C.) III. Series.
LB3051.A5675 1995
371.2'7--dc20 95-34913
CIP
Copyright c 1996 by Springer Science+Business Media New York
Origina1Iy published by KIuwer Academic Publishers in 1996
Softcover reprint of the hardcover 1s t edition 1996
AlI rights reserved. No part of this publication may be reproduced, stored in
a retrieval system or transmitted in any form or by any means, mechanical,
photo-copying, recording, or otherwise, without the prior written permission of
the publisher, Springer Science+Business Media, LLC.
Printed on acid-free paper.
Contents
Contributing Authors ix
Preface xi
Introduction xiii
I
ALTERNATIVES IN ASSESSMENT
OF ACHIEVEMENT
1. Assessment 2000:
Towards a Pluralistic Approach to Assessment
Menucha Birenbaum 3
2. Assessment of Mathematics -What is the Agenda?
Leone Burton 31
3. The Ripple Effect: The Instructional Impact of the
Systemic Introduction of Performance
Assessment in Mathematics
David Clarke and Max Stephens 63
4. Science Assessment
Pinchas Tamir 93
5. On the Content Validity of Performance Assessments:
Centrality of Domain Specifications
Richard J. Shavelson, Xiaohong Gao, and Gail P. Baxter 131
v
I
ALTERNATIVES IN ASSESSMENT
OF ACHIEVEMENT (cont.)
6. Language Testing:
Matching Assessment Procedures with
Language Knowledge
Elana Shohamy 143
7. Academic Literacy as Ways of Getting-to-Know:
What Can be Assessed?
Gissi Sarig 161
8. Assessment in a Problem-Based Economics Curriculum
Mien Segers 201
VI
II
ASSESSMENT OF PRIOR KNOWLEDGE
AND LEARNING PROCESSES
9. Assessment of Domain-Specific and Domain-
Transcending Prior Knowledge
Filip J.R.C. Dochy 227
10. How General are the Effects of Domain-Specific Prior Knowledge
on Study Expertise as Compared to General Thinking Skills?
Alexander Minnaert and Piet J. Janssen 265
II. The Revised Inventory of Learning Processes:
A Multifaceted Perspective on Individual Differences
in Learning
Elke Geisler-Brenstein and Ronald, R. Schmeck 283
12. Assessing Students' Motivation and Learning Strategies
in the Classroom Context: The Motivated Strategies
for Learning Questionnaire
Teresa Garcia and Paul R. Pintrich 319
13. Development of an Inventory to Measure Learning Strategies
Carmen Vizcarra, Isabel Bermejo, Mrata del Castillo,
and Cannen Aragones 341
14. Identifying and Advising Students with Deficient Study Skills:
An Integrated Computer-Based Package for Staff and Students
Noel Entwistle, Hilary Tait, and Carol Speth 365
Author Index 381
Subject Index
391
vii
Contributing Authors
Cannen Aragones
Dept. of Psychology, University of Madrid, Campus de Cantoblanc 28049,
Madrid, Spain
Gail P. Baxter
School of Education, University of Michigan, 610 E. University, 4115 SEB
Ann Arbor, MI 48109-1259, USA
Isabel Bermejo
Dept. of Psychology, University of Madrid, Campus de Cantoblanc 28049,
Madrid, Spain
Menucha Birenbaum
School of Education, Tel Aviv University, Ramat Aviv 69978, Israel
Leone Burton
School of Education, The University of Birmingham, Edgbaston, Birmingham
Bl5 2TT, UK
Marta del Castillo
Dept. of Psychology, University of Madrid, Campus de Cantoblanc 28049,
Madrid, Spain
David J. Clarke
Dept. of Science and Mathematics Education, University of Melbourne, Doug
McDonell Science Education Building, Parkville, Victoria 3052, Australia
Filip J. R. C. Dochy
Center for Educational Technology, University of Heerlen, POBox 2960, 6401
DL Heerlen, The Netherlands
Noel Entwistle
Center for Research on Learning and Instruction, University of Edinburgh, 10/12
Bucc1euch Place, Edinburgh ER8 9JT , Scotland, UK
Xiaohong Gao
American College Testing. 2210 N. Dodge St., Iowa City, IA 52243, USA
Teresa Garcia
Dept. of Educational Psychology, University of Texas at Austin, SZB 5-4,
Austin, TX 78712, USA
Elke Geisler-Brenstein
Dept. of Educational Psychology, Southern Illinois University at Carbondale,
Carbondale, II. 62901, USA
ix
Piet J. Janssen
University of Leuven, Center for School Psychology, Tiensestraat 102, B-3000
Leuven, Belgium
Alexander Minnaert
Center for School Psychology, Dept. of Psychology, University of Leuven,
Tiensestraat 102, B-3000 Leuven, Belgium
Paul R. Pintrich
School of Education, University of Michigan, 610 E. University, 1225 SEB,
Ann Arbor, MI 48109-1259, USA
Gissi Sarig
Academic Literacy Center, Kibbutzirrl"'Teachers' College, 149 Namir Rd., Tel
Aviv 62507, Israel
Ronald R. Schmeck
Dept. of Educational Psychology, Southern Illinois University at Carbondale,
Carbondale, II. 62901, USA
Mien S. R. Segers
Dept. of Educational Development and Research, University of Maastricht, P 0
Box 616, 6200 MD Maastricht, The Netherlands
Richard J. Shave\son
School of Education, Stanford University, Stanford, CA 94305-3096, USA
Elana Shohamy
School of Education, Tel Aviv University, Ramat Aviv 69978, Israel
Carol Speth
Center for Research on Learning and Instruction, University of Edinburgh, 10/12
Buccleuch Place, Edinburgh EH8 9JT , Scotland, UK
Max Stephens
Victorian Board of Studies, 15 Pelham Street, Carlton, Victoria 3053, Australia
Hilary Tait
Center for Research on Learning and Instruction, University of Edinburgh, 10/12
Buccleuch Place, Edinburgh EH8 9JT , Scotland, UK
Pinchas Tamir
The Amos De-Shalit Science Teaching Center, Hebrew University of Jerusalem,
Jerusalem 91904, Israel
Carmen Vizcarro
Dept. of Psychology, University of Madrid, Campus de Cantoblanc 28049,
Madrid, Spain
x
Preface
This book was initiated during the 5th Conference of the European Association
for Research on Learning and Instruction (EARLl), held in Aix-en Provence, France
in the summer of 1993. At this conference the Special Interest Group on
Assessment and Evaluation decided to publish a series of books discussing
contemporary issues in that area, based on papers presented by its members in the
present and future EARLl conferences. This book is on alternatives in assessment,
reflecting the role of education at the beginning of the 21 st century, and is the result
of efforts by many SIG members.
We owe thanks to many people for making this book possible. First and
foremost we wish to express our gratitude to the authors of these chapters who
contributed their expertise and energy to this project, making our job as editors
professionally and personally rewarding. Preparation of this book was facilitated by
a small grant from the School of Education at Tel Aviv University and by the great
help provided to us by its professional publishing team. Particular thanks are due to
Mirjam Hadar who skillfully copy-edited the manuscripts, to Alice Zilcha who
patiently formatted them and to Lisa Amdur who provided administrative support.
Their conscientious commitment and effort are greatly appreciated.
Menucha Birenbaum
Filip 1. R. C. Dochy
Xl