Development of Professional Expertise Toward Measurement of Expert Performance and Design of Optimal Learning Environments
Book contents
- Frontmatter
- Contents
- List of Figures
- List of Tables
- List of Contributors
- 1 The Measurement and Development of Professional Performance: An Introduction to the Topic and a Background to the Design and Origin of This Book
- SECTION 1 CHALLENGES IN PAST AND CONTEMPORARY EFFORTS TO MEASURE AND TRAIN THE OBJECTIVE PERFORMANCE OF PROFESSIONALS
- SECTION 2 PAST AND CONTEMPORARY EFFORTS TO DESIGN INSTRUCTION, TRAIN, AND MAINTAIN PROFESSIONAL PERFORMANCE
- SECTION 3 THE ASSESSMENT AND TRAINING OF SKILLED AND EXPERT PERFORMERS IN THE MILITARY
- SECTION 4 THE DEVELOPMENT OF EXPERTISE AND EXPERT PERFORMANCE
- 15 The Influence of Learning Research on the Design and Use of Assessment
- 16 Acquiring Conceptual Expertise from Modeling: The Case of Elementary Physics
- 17 Teaching for Expertise: Problem-Based Methods in Medicine and Other Professional Domains
- 18 Enhancing the Development of Professional Performance: Implications from the Study of Deliberate Practice
- 19 It Takes Expertise to Make Expertise: Some Thoughts About Why and How and Reflections on the Themes in Chapters 15–18
- 20 The Value of Expertise and Expert Performance: A Review of Evidence from the Military
- 21 Expertise in the Management of People: A New Frontier for Research on Expert Performance
- Name Index
- Subject Index
- References
15 - The Influence of Learning Research on the Design and Use of Assessment
Published online by Cambridge University Press: 04 August 2010
By
Edited by
Book contents
- Frontmatter
- Contents
- List of Figures
- List of Tables
- List of Contributors
- 1 The Measurement and Development of Professional Performance: An Introduction to the Topic and a Background to the Design and Origin of This Book
- SECTION 1 CHALLENGES IN PAST AND CONTEMPORARY EFFORTS TO MEASURE AND TRAIN THE OBJECTIVE PERFORMANCE OF PROFESSIONALS
- SECTION 2 PAST AND CONTEMPORARY EFFORTS TO DESIGN INSTRUCTION, TRAIN, AND MAINTAIN PROFESSIONAL PERFORMANCE
- SECTION 3 THE ASSESSMENT AND TRAINING OF SKILLED AND EXPERT PERFORMERS IN THE MILITARY
- SECTION 4 THE DEVELOPMENT OF EXPERTISE AND EXPERT PERFORMANCE
- 15 The Influence of Learning Research on the Design and Use of Assessment
- 16 Acquiring Conceptual Expertise from Modeling: The Case of Elementary Physics
- 17 Teaching for Expertise: Problem-Based Methods in Medicine and Other Professional Domains
- 18 Enhancing the Development of Professional Performance: Implications from the Study of Deliberate Practice
- 19 It Takes Expertise to Make Expertise: Some Thoughts About Why and How and Reflections on the Themes in Chapters 15–18
- 20 The Value of Expertise and Expert Performance: A Review of Evidence from the Military
- 21 Expertise in the Management of People: A New Frontier for Research on Expert Performance
- Name Index
- Subject Index
- References
Summary
In the education and training worlds, the term “assessment” is on everyone's agenda – from classroom instruction to local schools, to on-the-job training, to international comparisons of education, both at high school and college levels. Although the term has technical variations in meaning, the ascriptions of assessment dramatically shift according to the education and training settings in which the terms are used. In the clinical psychology realm, assessment usually denotes the use of specific procedures to examine and interpret patient status as well as the results of these procedures. In the military and in business sectors, assessment applies to a broader range of activities and purposes that can include the evaluation of a program's effectiveness, an individual's productivity, and even the estimate of future status of an entire area, as in “technology assessment.” In this discussion, I will use the term assessment and its functional synonym, “test,” to refer both to (1) the procedures designed and used, and (2) the criteria and judgments made, which together estimate the proficiency of an individual or group with respect to a domain of desired behaviors, achievements, or performances. Assessment procedures within this interpretation may vary with respect to their purposes, design, surface features, methods of analysis, and reporting approaches. They also may explicitly favor uniform or adaptive performance. Assessment can also be used as part of the dependent variables for efforts such as research studies or program evaluations.
- Type
- Chapter
- Information
- Development of Professional ExpertiseToward Measurement of Expert Performance and Design of Optimal Learning Environments, pp. 333 - 355Publisher: Cambridge University PressPrint publication year: 2009
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