Toward a Qualitative Analysis of Standardized Tests Using an Information Processing Model.

Autor/in	Armour-Thomas, Eleanor
Titel	Toward a Qualitative Analysis of Standardized Tests Using an Information Processing Model.
Quelle	(1986), (17 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Cognitive Processes; Cognitive Style; Cognitive Tests; Diagnostic Tests; Intelligence; Learning Theories; Performance Tests; Problem Solving; Qualitative Research; Standardized Tests; Test Construction; Test Theory; Test Use; Testing Problems + Suchen Sie Ihr Suchwort? Cognitive process; Kognitiver Prozess; Cognitive styles; Kognitiver Stil; Kognitiver Fähigkeitstest; Diagnostic test; Diagnostischer Test; Intelligenz; Klugheit; Learning theory; Lerntheorie; Leistungsbeurteilung; Leistungsermittlung; Leistungsmessung; Leistungsüberprüfung; Problemlösen; Qualitative Forschung; Standadised tests; Standardisierter Test; Testaufbau; Testtheorie; Testanwendung
Abstract	The use of standardized tests and test data to detect and address differences in cognitive styles is advocated here. To this end, the paper describes the componential theory of intelligence addressed by Sternberg et. al. This theory defines the components of intelligence by function and level of generality, including: (1) metacomponents: higher order processes involved in decision-making, planning, and evaluation; (2) performance components: processes used to manipulate and transform information in the performance of a task; (3) knowledge-acquisition components: processes involved in learning new and contextual information; and (4) general, class, or specific level of generality. The paper also reviews the literature on identification of specific components associated with specific cognitive processes and the trainability of those processes. Following the definition and description of these information processing constructs, their use in both constructing test items and analyzing student outcomes from standardized tests is advocated. Such qualitative test analysis could possibly then be used, not just to describe or predict performance, but also to detect differences in cognitive styles and diagnose and remediate areas of weakness. (JGL)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC