ERIC Number: EJ750653
Record Type: Journal
Publication Date: 2006
Commentary: Student Cognition, the Situated Learning Context, and Test Score Interpretation
La Marca, Paul M.
Educational Measurement: Issues and Practice, v25 n4 p65-71 Win 2006
Although it is assumed that student cognition contributes to student performance on achievement tests, it may be that current testing models lack the degree of specification necessary to warrant such inferences. With test score interpretations as the referent, the authors in this special issue address the role of student cognition in learning and educational measurement. The practicality of their recommendations is viewed through the filter of No Child Left Behind Act (NCLB) testing requirements. Commentary on the broader learning context is also shared. Although a focus on student cognition is an important one, the situational context within which learning occurs and tests are administered warrants consideration of a variety of social factors in order to fully specify the measurement construct and to interpret test scores meaningfully.
Descriptors: Federal Legislation, Measurement, Testing, Achievement Tests, Scores, Learning Processes, Educational Environment, Test Interpretation, Social Influences, Context Effect, Elementary Secondary Education
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Publication Type: Journal Articles; Opinion Papers
Education Level: Elementary Secondary Education
Authoring Institution: N/A
Identifiers - Laws, Policies, & Programs: No Child Left Behind Act 2001