Baxter, G. P., & Glaser, R. (1998). Investigating the cognitive complexity of science assessments. Educational Measurement: Issues and Practice, 17(3), 37-45.
Baxter and Glaser examine the relationship between the development of expertise in science and the assessments measuring understanding in science curriculum. The authors argue that the development of assessments should be largely informed by the knowledge and skills associated with novice and expert performance. Baxter and Glaser present a framework for examining the cognitive complexity of assessments which takes into account the development of expertise in the subject-matter domain and then detail the application of this framework to science performance assessments.
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