Poster #24 - Cognitive Models for Accessible Science Assessments

• In Event: 81.034 - MTCC Poster Session 20
  In Poster Session: 81.034-4 - Cognition and Assessment Poster Session

Abstract

Learning progressions (LPs) are cognitive models often used for science assessment design. New models of cognition, called learning map models (LMs), address several shortcomings noted with LPs (e.g., Alonzo, 2018; Gotwals, 2018). LMs have been used in large-scale assessments since 2013 (Bechard et al., 2012; Kingston et al., 2017) and lessons learned have been applied to science LMs and assessment in a four-year research project involving 5 states. The design and structure of LMs offer improvements over LP-based models that are responsive to current concerns. LMs model multidimensional content, include all students by design, and address contemporary challenges of LPs as cognitive models. LM-based assessment design supports increased accessibility, which is supported by evidence from global neighborhood map evaluations.

Authors

• Lori Andersen, The University of Kansas

• Russell E. Swinburne Romine, The University of Kansas

• Sue Bechard, University of Kansas - Lawrence