well as with broad units at the curriculum level. Figure 10.9 provides a general picture of these relationships. One can focus the assessment on different levels of knowledge, depending upon the goal of assessment, ranging from individual schemas to the integrated curriculum.
The schema theory presented here already has served as the basis for an instructional system and its accompanying assessment. It is a proven way to focus assessment upon the integration of knowledge rather than on fragmentary knowledge. It provides a basis for improving the assessment of mathematical thinking and for incorporating cognitive science into evaluation in related fields. Its value is that it provides the coordination for representing what we want to test, how a student learns it, and how the test measures it.
The research described in this chapter was carried out under support from the Cognitive Sciences Program, Office of Naval Research, Contract No. N00014-K-85-0661.
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