Which Cognitive Levels Do Knowledge Tests Really Measure? Comparison of Students, Teachers, and Test Makers Perspectives (CROSBI ID 585580)
Prilog sa skupa u zborniku | izvorni znanstveni rad | međunarodna recenzija
Podaci o odgovornosti
Curkovic, Natalija
engleski
Which Cognitive Levels Do Knowledge Tests Really Measure? Comparison of Students, Teachers, and Test Makers Perspectives
When constructing knowledge tests, cognitive level is usually one of the dimensions comprising the test specifications with each item assigned to measure a particular level. Recently used taxonomies of the cognitive levels most often represent some modification of the original Bloom’s taxonomy. There are many concerns in current literature about existence of predefined cognitive levels. The aim of this paper is to investigate: (I) can statistical methods confirm existence of different cognitive levels? ; (II) can the subject teachers recognize which cognitive level is measured by each item? ; and (III) what cognitive levels do students really use when solving the items? For the purpose of the research, a Croatian final high-school Math exam was used (N=9, 626). Structural equation modeling techniques did not support existence of different cognitive levels. Teachers’ judgments and cognitive interviews with the students revealed differences in the cognitive classifications of the items designated by the test makers. The cognitive levels were not efficient descriptors of the items and so improvements are needed in describing the cognitive skills measured by items.
cognitive levels; structural equation modeling; cognitive interviews; teachers’ judgments; validity
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Podaci o prilogu
2012.
objavljeno
Podaci o matičnoj publikaciji
Podaci o skupu
Annual Meeting of National Council on Measurement in Education
predavanje
12.04.2012-16.04.2012
Vancouver, Kanada