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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).
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