. "5 Implications of the New Foundations for Assessment Design." Knowing What Students Know: The Science and Design of Educational Assessment. Washington, DC: The National Academies Press, 2001.
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Knowing What Students Know: The Science and Design of Eduacational Assessment
Combinations of answers are more consistent with a knowledge-in-pieces perspective than with a theoretical perspective.
Problem Parts
Answer Combination
(a)
(b)
(c)
(d)
Frequency Count (Students)
1. Newtonian
B*
B*
C*
A*
7
2.
B*
B*
A$
A*
8
3.
C
B*
C*
A*
3
4.
B*
A$
C*
A*
4
5.
A$
B*
C*
C$
1
6.
A$
A$
C*
A*
2
7.
C
A$
C*
A*
1
8.
C
B*
A$
A*
3
9.
A$
B*
A$
A*
4
10.
B*
A$
A$
A*
10
11.
0
A$
C*
A*
2
12.
C
A$
C*
C$
1
13.
C
B*
A$
B$
1
14.
C
A4
A$
A*
3
15.
A$
A$
A$
A*
8
16.
0
A$
A$
A*
1
17. Novice
A$
A$
A$
C$
1
NOTE: 0 indicates no answer, *indicates answer consistent with a Newtonian perspective, and $ indicates answer consistent with a novice perspective.
SOURCE: Adapted from Minstrell (1992). Used with permission of the author.
