Cognitively Based Assessment of, for, and as Learning (CBAL): A Preliminary Theory of Action for Summative and Formative Assessment

CBAL (Cognitively Based Assessment of, for, and as Learning) is a research initiative intended to create a model for an innovative K–12 assessment system that documents what students have achieved (of learning); helps identify how to plan instruction (for learning); and is considered by students and teachers to be a worthwhile educational experience in and of itself (as learning). Because CBAL intends to not only measure student achievement but also facilitate it, CBAL, like any similar assessment program, requires a theory of action. This paper describes the notion of theory of action, offers a preliminary version of such a theory for CBAL, and outlines a provisional research program for evaluating that theory.

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