Benchmarks for Deeper Learning on Next-Generation Tests: A Study of PISA (Programme for International Student Assessment)

• In Event: 58.037 - Issues and Challenges in School-Based Assessment Design

Abstract

This presentation presents the results of expert panels’ item-by-item analysis of the 2015 PISA Reading Literacy and Mathematics Literacy assessments and compared study findings on PISA’s representation of deeper learning with that of other related studies. Results indicate that about 11% to 14% of PISA’s total raw score value for reading and mathematics literacy respectively are devoted to deeper learning, defined as items addressing depth of knowledge (DOK) levels three or four, based on Norman Webb’s framework (Webb, Alt, Ely, & Vesperman, 2005). These levels are compared to those evidenced in Common Core State Standards and in recent tests of the Common Core. Study results suggest the complexity of establishing deeper learning benchmarks.

Authors

• Joan L. Herman, University of California - Los Angeles

• Deborah M. La Torre, University of California - Los Angeles