Knowledge-based cognition and performance assessment in the science classroom
Knowledge-based cognition and performance assessment in the science classroom
复制标题
科学课堂中基于知识的认知和表现评估
DOI：
--
复制
发表时间：
1996
期刊：
影响因子：
--
通讯作者：
R. Glaser
中科院分区：
文献类型：
--
作者：
G. Baxter;Anastacia D. Elder;R. Glaser
知识的变化是认知能力的基础，这些能力表现在胜任的表现和获得更好的表现上。让这些知识生成过程引起注意是很重要的，因为它们代表了教学设计的可能性，可能会改善学习。在这篇文章中，讨论了绩效评估在使教师和学生清楚地了解相关认知活动方面的作用。对五年级学生进行科学成绩评估的认知活动的描述揭示了那些利用电路知识思考和推理良好的学生和那些不善于思考和推理的学生之间的关键差异。在解释质量、问题陈述的充分性、解决策略的适当性以及自我监控的频率和灵活性方面的差异表明，对主题的学习或多或少是有效的。在评估情境中，对胜任表现的这些认知特征的认识和关注。
Changes in knowledge underlie the cognitive capabilities that are displayed in competent performance and the acquisition of improved performance. It is important to bring these knowledge-generated processes to attention because they represent possibilities for instructional design that might improve learning. In this article, the role of performance assessments in making relevant cognitive activity apparent to teachers and students is discussed. Descriptions of the cognitive activity of fifth-grade students carrying out a science performance assessment reveal critical differences between those who think and reason well with their knowledge of circuits and those who do not. Differences in quality of explanations, adequacy of problem representation, appropriateness of solution strategies, and frequency and flexibility of self-monitoring indicate more or less effective learning of the subject matter. Awareness of and attention to these cognitive characteristics of competent performance in an assessment situa...