The nature of theoretical models for applied cognition and their role in the development, implementation, and use of educational assessments is changing. We are living at a time when information-processing and socio-cognitive perspectives on learning and performance co-exist, longitudinal frameworks of cognitive development around learning trajectories become more sophisticated, and new digital technologies afford the reconceptualization of cognitively-based educational assessment practices. In the midst of all of this, educational standards are being revised to incorporate novel understandings of the role of cognition in educational assessment. Similarly, national and international accountability measures such as large-scale educational surveys continue to blossom but are also exploring novel assessment formats that will change the way we think about modeling constructs and associated achievement.
It is thus critical that professionals like us, with many diverse profiles and training in various interconnected disciplines, come together to critically think, discuss, and act around issues in modern cognition and assessment. I believe we are at an exciting stage in our communal development where we can look back at a rich tradition of standards and practices for cognitively-based educational assessment. However, we are also challenged to think differently about adapting and expanding these standards and practices to meet the emerging sea changes in educational practices.
There certainly is no singular conceptual boundary that defines exactly what makes work at the intersection of cognition and assessment unique, but I believe that there are community-driven understandings of what makes interdisciplinary work in this area stand out. Therefore, I am so very glad that you are curious about our SIG – I hope that you are excited enough to become a member or are already a member. In my time as chair, I want to work with you all to reflect on, further shape, and stake out our identity in the field of educational assessment. Most importantly, I want to ensure that our SIG remains a fruitful community of scholars and practitioners and continues to grow in ways that are commensurate with developments in educational assessment more broadly.
Should you have any ideas, questions, or other issues that you would like to bring to my attention please do not hesitate to contact me personally at email@example.com. We have also established a LinkedIn presence so that you can communicate effectively with one another and I will keep you posted about these through our Listserv to which you have access as a member. So if you are not yet a member, please joint us right now!
I hope to hear from you in the upcoming months and, of course, hope to see you at the 2013 Annual Meeting in San Francisco. Be on the lookout in the program for a few new interesting twists to our mini-program.
André A. Rupp, Associate Professor
University of Maryland
(Chair, SIG 167 - Cognition and Assessment)>
2013 Outstanding Dissertation in Cognition and Assessment
Laine Bradshaw, University of Georgia in Athens (Winner 1)
Anna Crowe, University of Cape Town, South Africa (Winner 2)
2012 No Award Given
2011 Outstanding Contribution to Research in Cognition and Assessment
Susan Embretson, Georgia Tech
2010 Outstanding Dissertation in Cognition and Assessment
Chanho Park, ACT, Inc.