Two test consortia are developing a next generation of tests to measure students' attainment of the Common Core State Standards. These tests are expected to assess greater deeper learning skills than existing large-scale tests. A RAND study rated the cognitive demand of six nationally and internationally administered exams. The findings establish a benchmark for comparing how well the new generation of tests performs in assessing deeper learning.
Results from the Analysis of Six National and International Exams
| Format | File Size | Notes |
|---|---|---|
| PDF file | 3.3 MB | Use Adobe Acrobat Reader version 10 or higher for the best experience. |
| Format | File Size | Notes |
|---|---|---|
| PDF file | 0.5 MB | Use Adobe Acrobat Reader version 10 or higher for the best experience. |
In 2010, the William and Flora Hewlett Foundation's Education Program has established the Deeper Learning Initiative, which focuses on students' development of deeper learning skills (i.e., the mastery of core academic content, critical-thinking, problem-solving, collaboration, communication, and "learn-how-to-learn" skills). Two test consortia are developing the next generation of tests to measure students' attainment of the Common Core State Standards. These tests are expected to assess deeper learning skills to a greater extent than existing large-scale tests. A RAND study rated the cognitive demand of mathematics and English language arts items on six nationally and internationally administered exams: Advanced Placement, International Baccalaureate, the National Assessment of Educational Progress, the Programme for International Student Assessment, the Progress in International Reading Literacy Study, and the Trends in International Mathematics and Science Study, using Norman Webb's Depth of Knowledge framework and the Partnership for Assessment of Readiness for College and Career's self-developed frameworks. It found that these tests were more cognitively demanding than previously studied state achievement tests in both subjects, on average. The test items' level of cognitive demand varied by subject and format. The six tests varied in their percentages of cognitively demanding items, with only two tests meeting both criteria proposed by a panel of education researchers for high-quality measures of deeper learning. Moreover, the tests' cognitive demand levels varied with test purpose and the characteristics of the targeted students. The findings establish a benchmark for comparing how well the new generation of tests performs in assessing deeper learning.
Chapter One
Introduction
Chapter Two
Tests Included in This Study
Chapter Three
Cognitive Demand Frameworks and Ratings for the Benchmark Tests
Chapter Four
Findings
Chapter Five
Discussion and Implications
Appendix A
Distributions of NAEP Items, by Grade and Specific Framework Dimension
Appendix B
Distributions of TIMSS Items, by Content and Cognitive Domain
Appendix C
Exemplary Test Items at Each DOK Level
Appendix D
Exemplary Test Items at Each PARCC Level, by Subject and Dimension
Appendix E
Distribution of Modified PARCC Ratings
Appendix F
Results for the Original PARCC Dimensions and Levels
The research described in this report was sponsored by the William and Flora Hewlett Foundation and was produced within RAND Education, a division of the RAND Corporation.
This report is part of the RAND Corporation Research report series. RAND reports present research findings and objective analysis that address the challenges facing the public and private sectors. All RAND reports undergo rigorous peer review to ensure high standards for research quality and objectivity.
This document and trademark(s) contained herein are protected by law. This representation of RAND intellectual property is provided for noncommercial use only. Unauthorized posting of this publication online is prohibited; linking directly to this product page is encouraged. Permission is required from RAND to reproduce, or reuse in another form, any of its research documents for commercial purposes. For information on reprint and reuse permissions, please visit www.rand.org/pubs/permissions.
The RAND Corporation is a nonprofit institution that helps improve policy and decisionmaking through research and analysis. RAND's publications do not necessarily reflect the opinions of its research clients and sponsors.
