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By Jacqueline P. Leighton, André A. Rupp

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By Jacqueline P. Leighton, André A. Rupp

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Extra resources for The handbook of cognition and assessment: frameworks, methodologies, and applications

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The LP provides the assessment designer no guidance with respect to designing an assessment that is fair to learners from different cultures or learning styles. Backing. Finally, the theory of learning and cognition should be backed by empirical research. The assessment designer is making a claim that the theory of learning and cognition clarifies the domain‐specific cognitive processes, knowledge structures, strategies, and mental models that explain the targets of inference. In general, the greater the breadth and depth of the set of empirical studies that back the theory the better the theory is qualified to inform assessment design and development decisions.

26): Current assessments are also derived from early theories that characterize learning as a step‐by‐step accumulation of facts, procedures, definitions, and other discrete bits of knowledge and skill. Thus, the assessments tend to include items of factual and procedural knowledge that are relatively circumscribed in content and format and can be responded to in a short amount of time. These test items are typically treated as independent, discrete entities sampled from a larger universe of equally good questions.

2. ” Research summarized in Clements and Sarama (2009, 2013) suggests that concepts and practices from these related topics are integrated with earlier concepts and practice in geometric measurement in forming later, more sophisticated concepts and practices in the “geometric measurement of area”. The LP begins with children’s early understandings about area, which typically represents area as the amount of two‐dimensional space enclosed by a boundary ‐ the “attribute of area” (Baturo & Nason, 1996).

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