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

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Integrating Scenario–Based and Component Reading Skill Measures to Understand the Reading Behavior of Struggling Readers (2014, background): “The assessments need to address student abilities that are meaningful and actionable in light of learning and instruction (Bennett, 2010; Bransford, Brown, & Cocking, 2000; Gordon Commission, 2013).”
Agreeing on Validity Arguments. (2013, methodology): “A validation plan associated with such a broad testing program will need to incorporate the theory of action into the validation (Bennett, 2010), which will involve deriving explicit testing purposes from the theory.”
Formative assessment: a critical review (2011, background): “Among other things, the theory of action: (1) identifies the characteristics and components of the entity we are claiming is ‘formative assessment’, along with the rationale for each of those characteristics and components; and (2) postulates how these characteristics and components work together to”