Естественнонаучная грамотность. Минск: рикз, 2020. 168 с
Figure 23. PISA 2015 Framework for Cognitive Demand
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3-ex pisa (1)
Көпжақ ұғымы, Алтын сақа тапсырмасы
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Figure 23. PISA 2015 Framework for Cognitive Demand 91. The grid above in Figure 23 provides a framework for mapping items against the two dimensions of knowledge and competencies. In addition, each item can also be mapped using a third dimension based on a depth of knowledge taxonomy. This provides a means of operationalising cognitive demand as each item can be categorised as making demands that are: Low (L) Carrying out a one-step procedure, for example recall of a fact, term, principle or concept or locating a single point of information from a graph or table. Medium (M) Use and application of conceptual knowledge to describe or explain phenomena, select appropriate procedures involving two or more steps, organise/display data, interpret or use simple data sets or graphs. High (H) Analyse complex information or data, synthesise or evaluate evidence, justify, reason given various sources, develop a plan or sequence of steps to approach a problem. 92. Thus items that merely require recall of one piece of information make low cognitive demands, even if the knowledge itself might be quite complex. In contrast, items that require recall of more than one piece of knowledge and require a comparison and evaluation made of the competing merits of their relevance would be seen as having high cognitive demand. The difficulty of any item, therefore, is a combination both of the degree of complexity and range of knowledge it requires and the cognitive operations that are required to process the item. 93. Therefore the factors that determine the demand of items assessing science achievement include: 156 The number and degree of complexity of elements of knowledge demanded by the item; The level of familiarity and prior knowledge that students may have of the content, procedural and epistemic knowledge involved; The cognitive operation required by the item e.g. , recall, analysis, evaluation; The extent to which forming a response is dependent on models or abstract scientific ideas. 94. This four-factor approach allows for a broader measure of scientific literacy across a wider range of student ability. Categorising the cognitive processes required for the competencies that form the basis of scientific literacy together with a consideration of the depth of knowledge required offers a model for assessing the level of demand of individual items. In addition, its relative simplicity offers a framework for minimising the problems encountered in applying such frameworks. The use of this cognitive framework will also facilitate the development of an a priori definition of the descriptive parameters of the reporting proficiency scales (see Fig 27). жүктеу/скачать 4,47 Mb. Достарыңызбен бөлісу:
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