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- W325929582 abstract "Many current efforts to develop large-scale science assessments involve hands-on tasks because of their presumed power to elicit and measure scientific reasoning skills. An analysis of the processes in which students engage while responding to such assessment is needed in order to discover the specific forms of reasoning that tasks elicit. This paper describes a framework that organizes the cognitive demands that assessment tasks place on students. The framework is applied to a set of science tasks completed by 20 sixth-grade students using think-aloud protocols, observations, and interviews. This procedure revealed several ways in which tasks required skills not anticipated by the test developers and prcvided a richer understanding of what successful perfcrmance entailed. Three tables and one figure present study findings. (Contains 32 references.) (Author/SLD) *********************************************************************** Reproductions supplied by EDRS are the best that an be made from the original document. *********************************************************************** U.S. DEPARTMENT OF EDUCATION Othce ot Educat,onal Research and Improvement ED TIONAL RESOURCES INFORMATION CENTER (ERIC) his document has been reproduced as received from the person or organization originating it Minor changes have been made to improve reprOduction guilty Points& view or opnionsstatedinthisdocu. ment do not necessarily represent ()Mow OE RI positron Or policy Validating Hands-on Assessments -PERMISSION TO REPRODUCE THIS MATERIAL HAS BEEN GRANTED BY Lilo RA S.. 4 70/0 TO THE EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC` Validating Hands-On Science Assessments Through an Investigation of Response Processes" @default.
- W325929582 created "2016-06-24" @default.
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- W325929582 date "1994-04-01" @default.
- W325929582 modified "2023-09-24" @default.
- W325929582 title "Validating Hands-On Science Assessments through an Investigation of Response Processes." @default.
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