Using the Theory of Successful Intelligence as a Framework for Developing Assessments in AP Physics and Biology

拟议研究的目的是创建一套增强的，理论驱动的考试，扩大评估的认知技能的范围，并检查这种方法对学生成绩的影响。pi将使用美国大学理事会（College Board）的物理和生物AP课程作为该项目的试验场。增强考试将明确基于Sternberg的认知处理技能理论。生物和物理的扩展AP考试将被开发，以测试学生利用不同认知技能（分析，实践，创造性）以及他们的内容知识的能力。测试将由AP高中教师团队与物理和生物教授合作开发。在研究1中，pi将为增强考试收集与内容相关的效度证据，确定项目挖掘预期内容领域和认知处理技能的程度。在研究2中，pi将对增强AP考试进行心理测量学研究，寻求建立认知子量表的内部效度。这项研究有可能将智力和认知能力的理论概念应用于广泛使用的高风险测试。

The aim of the proposed research is to create a set of augmented, theory-driven examinations that expand the range of cognitive skills assessed and to examine the impact of this approach on student achievement. The PIs will use the College Board's Advanced Placement (AP) programs in Physics and Biology as a testing ground for the project. The augmented exams will be based explicitly on Sternberg's theory of cognitive processing skills. Augmented AP Exams in Biology and Physics would be developed to test students' ability to utilize different cognitive skills (analytical, practical, creative) as well as their content knowledge. Tests would be developed by teams of AP high school teachers working with professors of physics and biology. In Study 1, the PIs will gather content-related validity evidence for the Augmented exams, establishing the extent to which items tap the intended content domains and cognitive-processing skills. In Study 2, the PIs will conduct a psychometric study of the Augmented AP exams, seeking to establish the internal validity of the cognitive subscales. This research has the potential to bring theoretical notions of intelligence and cognitive ability to bear on widely used high-stakes tests.