EXPLORING ALTERNATIVE WAYS OF ASSESSING PRIOR KNOWLEDGE, ITS COMPONENTS AND THEIR RELATION TO STUDENT ACHIEVEMENT: A MATHEMATICS BASED CASE STUDY

Studies in Educational Evaluation

Volumn 33, Issue 3-4, 2007, Pages 320-337

  Hailikari, Telle ^a   Nevgi, Anne ^a   Lindblom Ylänne, Sari ^a  

^a UNIVERSITY OF HELSINKI   (Finland)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 34548012389     PISSN: 0191491X     EISSN: None     Source Type: Journal    
DOI: 10.1016/j.stueduc.2007.07.007     Document Type: Article

References (42)

1. Alexander P.A., and Judy J.E. The interaction of domain-specific and strategic knowledge in academic performance. Review of Educational Research 58 4 (1988) 377-404
2. Alexander P.A., Pate P.E., Kulikowich J.M., Farrell D.M., and Wright N.L. Domain-specific and strategic knowledge: Effects of training on students of differing ages or competence levels. Learning and Individual Differences 1 3 (1989) 283-325
3. Alexander P.A., Schallert D.L., and Hare V.C. Coming to terms: How researchers in learning and literacy talk about knowledge. Review of Educational Research 61 (1991) 315-343
4. Anderson, J.R. (1995). Cognitive psychology and its implications (5th ed.). New York: Wroth.
5. Anderson, L.W., & Krathwohl, D.R. (Eds.) (2001). A taxonomy for learning, teaching and assessing: A revision of Bloom's taxonomy of educational objectives: Complete edition. New York: Longman.
6. Anderson R.C., Spiro R.J., and Anderson M.C. Schemata as a scaffolding for the representation of information in connected discourse. American Educational Research Journal 3 (1978) 433-440
7. Ausubel, D.P. (1968). Educational psychology: A cognitive view. New York: Holt, Rinehart and Winston.
8. Ausubel, D.P. (2000). The acquisition and retention of knowledge: A cognitive view. Dordrecht/Boston/London: Kluwer.
9. Biggs J. Enhancing teaching through constructive alignment. Higher Education 32 (1996) 347-504
10. Birenbaum M. Toward adaptive assessment - The student's angle. Studies in Educational Evaluation 20 (1994) 239-255
11. Birenbaum, M. (1996). Assessment 2000: Towards a pluralistic approach to assessment. In M. Birenbaum & F.J.R.C. Dochy (Eds.), Alternatives in assessment of achievements, learning processes and prior knowledge (pp. 3-29). Boston: Kluwer.
12. Carstens C.B., and Beck H.P. The relationship of high school psychology and natural science courses to performance in a college introductory psychology class. Teaching of Psychology 13 (1986) 116-118
13. Chi, M.T.H., Glaser, R., & Farr, M. (1988). The nature of expertise. Hillsdale, NJ: Erlbaum.
14. De Corte, E. (1990). Acquiring and teaching cognitive skills: A state-of-the-art of theory and research. In P.J. Drenth, J.A. Sergeant, & J. Takens (Eds.), European perspectives in psychology, Vol 1 London: John Wiley.
15. Dochy, F.J.R.C. (1992). Assessment of prior knowledge as a determinant for future learning: The use of prior knowledge state tests and knowledge profiles. Utrecht/London: Lemma.
16. Dochy, F.J.R.C. (1994). Prior knowledge and learning. In T. Husen, & N. Postlewaithe (Eds.), International encyclopedia of education (2nd ed.) (pp. 4698-4702). London/New York: Pergamon.
17. Dochy, F.J.R.C. (1996). Assessment of domain-specific and domain-transcending prior knowledge: Entry assessment and the use of profile analysis. In M. Birenbaum & F.J.R.C. Dochy (Eds.), Alternatives in assessment of achievements, learning processes and prior knowledge (pp. 227-264). Boston: Kluwer.
18. Dochy F.J.R.C., and Alexander P.A. Mapping prior knowledge: A framework for discussion among researchers. European Journal of Psychology of Education 10 3 (1995) 225-242
19. Dochy F.J.R.C., De Ridjt C., and Dyck W. Cognitive prerequisites and learning. How far have we progressed since Bloom? Implications for educational practice and teaching. Active Learning in Higher Education 3 3 (2002) 265-284
20. Dochy F.J.R.C., and McDowell L. Assessment as a tool for learning. Studies in Educational Evaluation 23 4 (1997) 279-298
21. Dochy F.J.R.C., Moerkerke G., and Martens R. Integrating assessment, learning and instruction: Assessment of domain-specific and domain-transcending prior knowledge and progress. Studies in Educational Evaluation 22 4 (1996) 309-339
22. Dochy F.J.R.C., Segers M., and Buehl M.M. The relation between assessment practices and outcomes of studies: The case of research on prior knowledge. Review of Educational Research 69 2 (1999) 145-186
23. Dochy F., Valcke M., and Wagemans L. Learning economics in higher education: An investigation concerning the quality and impact of expertise. Higher Education in Europe 4 (1991) 123-136
24. Donald, J. (2002). Learning to think: Disciplinary perspectives. San Francisco: Jossey-Bass.
25. Ethington C.A. A psychological model for student persistence. Research in Higher Education 3 (1990) 258-265
26. Glaser R. Education and thinking: The role of knowledge. American Psychologist 39 (1984) 93-104
27. Griggs R.A., and Jackson S.L. A re-examination of the relationship of high school psychology and natural science courses to performance in a college introductory psychology class. Teaching of Psychology 15 (1988) 142-144
28. Hailikari, T., Nevgi. A. & Komulainen, E. (in preparation). Self-beliefs and prior knowledge as predictors of student achievement in mathematics. A structural model.
29. Keeves, J.P. (Ed.) (1988). Educational research, methodology and measurement: An international handbook. Oxford: Pergamon.
30. Martens R., and Dochy F.J.R.C. Assessment and feedback as student support devices. Studies in Educational Evaluation 23 3 (1997) 257-273
31. Messick S. The psychology of educational measurement. Journal of Educational Measurement 21 3 (1984) 215-237
32. O'Donnell A., and Dansereau D.F. Interactive effects of prior knowledge and material format on cooperative teaching. Journal of Experimental Education 68 2 (2000) 101-118
33. Paris S.G., Lipson M.Y., and Wixson K.K. Becoming a strategic reader. Contemporary Educational Psychology 8 (1983) 293-316
34. Portier S.J., and Wagemans J.J.M. The assessment of prior knowledge profiles: A support for independent learning?. Distance Education 16 (1995) 65-87
35. Thompson R.A., and Zamboanga B.L. Prior knowledge and its relevance to student achievement in introduction to psychology. Teaching of Psychology 30 2 (2003) 96-101
36. Thompson R.A., and Zamboanga B.L. Academic aptitude and prior knowledge as predictors of student achievement in introduction to psychology. Journal of Educational Psychology 96 4 (2004) 778-784
37. Tobias S. Interest, prior knowledge, and learning. Review of Educational Research 64 1 (1994) 37-54
38. Valencia S.W., Stallman A.C., Commeyras M., Pearson P.D., and Hartman D.K. Four measures of topical knowledge: A study of construct validity. Reading Research Quarterly 26 (1991) 204-233
39. Vosniadou S. Capturing and modelling the process of conceptual change. Learning and Instruction 4 (1994) 45-69
40. Verkoeijen P.P.J.L., Rikers R.M.J.P., and Schmidt H. The effects of prior knowledge on study-time allocation and free recall: Investigating the discrepancy reduction model. The Journal of Psychology 139 1 (2005) 67-79
41. Weinert, F. (1989). The impact of schooling on cognitive development: One hypothetical assumption, some empirical results, and many theoretical implications. EARLI News, (8), 3-7.
42. Wylie J., and McGuinness C. The interactive effects of prior knowledge and text structure on memory for cognitive psychology texts. British Journal of Educational Psychology 74 (2004) 497-514