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Assessment Approaches and Cognitive Styles
Author(s) -
Lu Chinhsieh,
Suen Hoi K.
Publication year - 1995
Publication title -
journal of educational measurement
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.917
H-Index - 47
eISSN - 1745-3984
pISSN - 0022-0655
DOI - 10.1111/j.1745-3984.1995.tb00453.x
Subject(s) - relevance (law) , psychology , cognitive style , cognition , field (mathematics) , field dependence , curriculum , applied psychology , cognitive assessment system , test (biology) , educational assessment , cognitive psychology , mathematics education , pedagogy , mathematics , paleontology , physics , quantum mechanics , neuroscience , cognitive impairment , political science , magnetic field , pure mathematics , law , biology
The outcomes on multiple‐choice tests and performance‐based assessments for field‐independent and field‐dependent students were examined. A substantial interaction between cognitive style and assessment approach was found. Results suggested that performance‐based assessment tended to favor field‐independent subjects. Dependent on the purpose and intended use of assessment, this finding may raise concerns for validity based on either fairness or curriculum relevance.