In education, examining students' learning in detail, determining their strengths and weaknesses and giving effective feedback have gained importance over time. The aim of this study is to determine the distribution of students' answers to the reading comprehension achievement test items which were written at different cognitive levels and to…

Eye-tracking technology can create a record of the location and duration of visual fixations as a test-taker reads test questions. Although the cognitive process the test-taker is using cannot be directly observed, eye-tracking data can support inferences about these unobserved cognitive processes. This type of information has the potential to…

Background: Base-ten thinking (BTT) -- children's ability to reason in tens and ones is a crucial measure of Foundation Phase learners' mathematical performance in South Africa. Aim: The study looks at the six learners using BTT to solve additive tasks through two different assessments. Setting: Six purposely selected Grade 3 learners in…

This article reports a validity study of History Assessments of Thinking (HATs), which are short, constructed-response assessments of historical thinking. In particular, this study focuses on aspects of cognitive validity, which is an examination of whether assessments tap the intended constructs. Think-aloud interviews with 26 high school…

Certain item features can be used to explain the difference between the difficulties of items. These item features can relate to the steps necessary to solve the problems or ways in which a increased understanding of material is acquired. This study will examine the relationship between item difficulty and the process skills associated with these…

Purposes: This study uses think-alouds and cognitive interviews to provide validity evidence for an online formative assessment--i-Ready Standards Mastery (iSM) mini-assessments--which involves a heavy use of innovative items. iSM mini-assessments are intended to help teachers determine student understanding of each of the on-grade-level Common…

The present study aimed to represent the innovative assessments that support students' learning in STEM education through using the integrative framework for Cognitive Diagnostic Modeling (CDM). This framework is based on three components, cognition, observation, and interpretation (National Research Council, 2001). Specifically, this dissertation…

Learning standards across the United States have increasingly called for history students to engage in aspects of "historical thinking," a term used to describe the complex disciplinary processes that historians use to make sense of the past. Although students are expected to learn these complex processes, little is known about how to…

Assessment is an important aspect of medical education because it tests students' competence and motivates them to study. Various assessment methods, with and without images, are used in the study of anatomy. In this study, we investigated the use of extended matching questions (EMQs). To gain insight into the influence of images on the…

Polytechnics in Bangladesh endeavour to produce quality graduates for national and international job markets. The quality of graduates depends on several factors. This study examines the implementation process of the polytechnic curriculum with the objectives of determining the current level of practices in learning/teaching material design, in…

This article considers the design process for new formative history assessments. Over the course of 3 years, my colleagues from the Stanford History Education Group and I designed, piloted, and revised dozens of "History Assessments of Thinking" (HATs). As we created HATs, we sought to gather information about their cognitive validity,…

Don't settle for assessing recall and comprehension only when you can use this guide to create assessments for higher-order thinking skills. Assessment expert Susan M. Brookhart brings you up to speed on how to develop and use test questions and other assessments that reveal how well your students can analyze, reason, solve problems, and think…

In 2004 national educational standards for chemistry were implemented in Germany. While the standards describe different competencies to be reached after grade 10, no compulsory contents are defined. The contents are defined by the different German states individually. This means that there are no defined common topics taught in all states that…

The purpose of this study was to analyse and compare the physics questions of the university entrance exam (OSS) with those asked at exams at different schools in Turkey in terms of the levels of cognitive domain of Bloom's Taxonomy. The study was carried out in four types of high schools (student age: 14-17): "Ordinary",…

This article presents a review of the "Process Assessment of the Learner-Second Edition" (PAL-II), an individual or group-administered instrument designed to assess the cognitive processes involved in academic tasks in kindergarten through sixth grade. The instrument allows the examiner to identify reasons for underachievement and…