Instructional systems that do not explicitly develop evaluative expertise set up artificial but potentially removable performance ceilings¶

Claim · All claims
Evidence · 1 study · theoretical r2 · q1
Currency · newest study 1989 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q1 i? The article argues that instructional systems lacking explicit provision for acquiring evaluative expertise are deficient because they impose artificial performance ceilings on students, which are potentially removable. → Sadler 1989

Evidence¶

Sadler 1989¶

Sadler, D. R. (1989). Formative assessment and the design of instructional systems. Instructional Science, 18, 119–144. https://doi.org/10.1007/BF00117714

q1 · i? · theoretical · r2

Theoretical argument from the article's abstract, presented as the design implication of the formative assessment theory. No empirical study is reported; the claim is that such systems are deficient and that the ceilings they create are "potentially removable".

"Instructional systems which do not make explicit provision for the acquisition of evaluative expertise are deficient, because they set up artificial but potentially removable performance ceilings for students."

Discussion¶

Learner Variables¶

• Prior Knowledge — outcome: instruction changes it

Related Claims¶

• Multiple-choice state tests are prone to ceiling and floor effects and do not measure higher-order skills well — related
• Self-regulated learning improves achievement — related
• The most cited papers in Instructional Science are Sadler's 1989 formative assessment paper (1,686 citations) and Marton's 1981 phenomenography paper (1,547 citations) — related