What does implications of a study mean

Related Journals of Theoretical Methods. The theoretical framework provides a general representation of relationships between things in a given phenomenon. The conceptual framework, on the other hand, embodies the specific direction by which the research will have to be undertaken. The conceptual framework is also called the research paradigm. The term basic research refers to study and research meant to increase our scientific knowledge base.

This type of research is often purely theoretical, with the intent of increasing our understanding of certain phenomena or behavior but without seeking to solve or treat these problems. What is the implication section of a research paper? How do you write implications in a research paper?

How do you write Implications for practice? What are practical implications of a study? What is an example of an implication? How do you write management implications? What are the managerial implications of a borderless organization? What are implications? What are practical and theoretical implications?

What are the practical implications of GIS? What does policy implications mean in research? Implications for policy are most often meso- and macro-level considerations and can include programmatic, community-oriented, state-level, or federal-level reflections of how your research can influence existing systems, how existing systems or societal contexts influence your research or the application of your … What are theoretical frameworks?

How do you start a theoretical framework? What is theoretical framework sample? What is a theoretical example? How do you write a theoretical framework sample? What is a theoretical question? Upvote this Answer 16 Comment. Answer this question. Ask a new question. This content belongs to the Manuscript Writing Stage Translate your research into a publication-worthy manuscript by understanding the nuances of academic writing. No Yes. Show comments. Follow this Question.

Recent Searches Review paper Responding to reviewer comments Predatory publishers Scope and delimitations Open access Plagiarism in research Journal selection tips Editor assigned Types of articles "Reject and Resubmit" status Decision in process Conflict of interest. This is a common fate for educational innovations. Many new techniques and procedures have failed to affect teaching and learning on a large scale because the innovators did not address all the factors that affect.

Thus, if assessments based on the foundations of cognitive and measurement science are to be implemented on a broad scale, changes in school structures and practices will likely be needed. However, the precise nature of such changes is uncertain.

As new assessments are implemented, researchers will need to examine the effects of such factors as class size and the length of the school day on the power of assessments to inform teachers and administrators about student learning. Also needed is a greater understanding of what structural changes are required for teachers to modify their practice in ways that will enable them to incorporate such assessments effectively.

Recommendation 4: Funding should be provided for in-depth analyses of the critical elements cognition, observation, and interpretation underlying the design of existing assessments that have attempted to integrate cognitive and measurement principles including the multiple examples presented in this report. This work should also focus on better understanding the impact of such exemplars on student learning, teacher practice, and educational decision making.

The committee believes an ideal starting point for much of the research agenda is further study of the types of assessment examples provided in the preceding chapters, which represent initial attempts at synthesizing advances in the cognitive and measurement sciences.

Further analysis of these and other examples would help illuminate the principles and practices of assessment design and use described in this report. Several important and related directions of work need to be pursued. First, to fully understand any assessment, one must carefully deconstruct and analyze it in terms of its underlying foundational assumptions. The assessment triangle provides a useful framework for analyzing the foundational elements of an assessment.

Questions need to be asked and answered regarding the precise nature of the assumptions made about cognition, observation, and interpretation, including the degree to which they are in synchrony. Such an analysis should also consider ways in which current knowl-. Second, once an assessment is well understood, its effectiveness as a tool for measurement and for support of learning must be explored and documented. The committee strongly believes that the examples in this report represent promising directions for further development, and where available, has presented empirical support for their effectiveness.

However, there is a strong need for additional empirical studies aimed at exploring which tools are most effective and why, how they can best be used, and what costs and benefits they entail relative to current forms of assessment. This design space is only partially conceived and understood at the present time.

Thus, analyses should be pursued that cut across effective exemplars with the goal of identifying and clarifying the underlying principles of the new science of assessment design. In this way, the principles described in this report can be refined and elaborated while additional principles and operational constructs are uncovered.

If a new science of assessment grounded in concepts from cognitive and measurement science is to develop and mature, every attempt must be made to uncover the unique elements that emerge from the synthesis of the foundational sciences. This work can be stimulated by further in-depth analysis of promising design artifacts and the design space in which they exist.

Recommendation 5: Federal agencies and private-sector organizations concerned about issues of assessment should support the establishment of multidisciplinary discourse communities to facilitate cross-fertilization of ideas among researchers and assessment developers working at the intersection of cognitive theory and educational measurement.

Many of the innovative assessment practices described in this report were derived from projects funded by the NSF or the James S. McDonnell Foundation. These organizations have provided valuable opportunities for cross-fertilization of ideas, but more sharing of knowledge is needed.

The committee believes there are enough good examples of assessments based on a merger of the cognitive and measurement sciences so that designers can start building from existing work. However, a discourse among multidisciplinary commu-. As mentioned earlier, this report provides a language and conceptual base for discussing the ideas embedded in existing innovative assessment practices and for the broader sharing and critique of those ideas.

Research often does not directly affect educational practice, but it can effect educational change by influencing the four mediating arenas of the education system that do influence practice, shown previously in Figure 8—1. For the earlier committee that identified these arenas, the question was how to bridge research on student learning and instructional practice in classrooms.

The focus of the present committee is on a related part of the larger question: how to link research on the integration of cognition and measurement with actual assessment practice in schools and classrooms.

By influencing and working through the four mediating arenas, the growing knowledge base on cognition and measurement can ultimately have an effect on assessment and instructional practice in classrooms and schools. It is important to note that the path of influence does not flow only in one direction. Just as we believe that research on the integration of cognition and measurement should focus on use-inspired strategic research, we believe that practical matters involving educational tools and materials, teacher education and professional development, education policies, and public opinion and media coverage will influence the formulation of research questions that can further contribute to the development of a cumulative knowledge base.

Research focused on these arenas will enhance understanding of practical matters related to how students learn and how learning can best be measured in a variety of school subjects.

Recommendation 6: Developers of assessment instruments for classroom or large-scale use should pay explicit attention to all three elements of the assessment triangle cognition, observation, and interpretation and their coordination. All three elements should be based on modern knowledge of how students learn and how such learning is best measured.

Considerable time and effort should be devoted to a theory-driven design and validation process before assessments are put into operational use.

When designing new tools for classroom or large-scale use, assessment developers are urged to use the assessment triangle as a guiding framework, as set forth and illustrated in Chapters 5 , 6 , and 7. As discussed under Recommendation 1 above, a prerequisite for the development of new forms of assessment is that current knowledge derived from research be conveyed to assessment and curriculum developers in ways they can access and use.

A key feature of the approach to assessment development proposed in this report is that the effort should be guided by an explicit, contemporary cognitive model of learning that describes how people represent knowledge and develop competence in the subject domain, along with an interpretation model that is compatible with the cognitive model.

Assessment tasks and procedures for evaluating responses should be designed to provide evidence of the characteristics of student understanding identified in the cognitive model of learning.

The interpretation model must incorporate this evidence in the assessment results in a way that is consistent with the model of learning. Assessment designers should explore ways of using sets of tasks that work in combination to diagnose student understanding while at the same time maintaining high standards of reliability.

The interpretation model must, in turn, reflect consideration of the complexity of such sets of tasks. An important aspect of assessment validation often overlooked by assessment developers is the collection of evidence that tasks actually tap the intended cognitive content and processes.

Starting with hypotheses about the cognitive demands of a task, a variety of research techniques, such as interviews, having students think aloud as they solve problems, and analysis of errors, can be used to explore the mental processes in which examinees actually engage during task performance.

Conducting such analyses early in the assessment development process ensures that the assessments do, in fact, measure what they are intended to measure. Recommendation 7: Developers of educational curricula and classroom assessments should create tools that will enable teachers to implement high-quality instructional and assessment practices, consistent with modern understanding of how students learn and how such learning can be measured.

Assessments and supporting instructional materials should interpret the findings from cognitive research in ways that are useful for teachers.

Developers are urged to take advantage of opportunities afforded by technology to assess what students are learning at fine levels of detail, with appropriate frequency, and in ways that are tightly integrated with instruction.

The committee believes a synthesis of cognitive and measurement principles has particularly significant potential for the design of high-quality tools for classroom assessment that can inform and improve learning.

However, teachers should not be expected to devise on their own all the assessment tasks for students or ways of interpreting responses to those tasks. Some innovative classroom assessments that have emerged from this synthesis and are having a positive impact on learning have been described in preceding chapters.

A key to the effectiveness of these tools is that they must be packaged in ways that are practical for use by teachers. Recommendation 8: Large-scale assessments should sample the broad range of competencies and forms of student understanding that research shows are important aspects of student learning. A variety of matrix sampling, curriculum-embedded, and other assessment approaches should be used to cover the breadth of cognitive competencies that are the goals of learning in a domain of the curriculum.

Large-scale assessment tools and supporting instructional materials should be developed so that clear learning goals and landmark performances along the way to competence are shared with teachers, students, and other education stakeholders. The knowledge and skills to be assessed and the criteria for judging the desired outcomes should be clearly specified and available to all potential examinees and other concerned individuals.

Assessment developers should pursue new ways of reporting assessment results that convey important differences in performance at various levels of competence in ways that are clear to different users, including educators, parents, and students. Though further removed from day-to-day instruction than classroom assessments, large-scale assessments also have the potential to support instruction and learning if well designed and appropriately used. Deriving real benefits from the merger of cognitive and measurement theory in large-scale assessment requires finding ways to cover a broad range of competencies.

Alternatives to the typical on-demand testing scenario—in which every student takes the same test at a specified time under strictly standardized conditions—should be considered to enable the collection of more diverse evidence of student achievement.

Large-scale assessments have an important role to play in providing dependable information for educational decision making by policy makers, school administrators, teachers, and parents. Large-scale assessments can also convey powerful messages about the kinds of learning valued by society and provide worthy goals to pursue.

If such assessments are to serve these purposes, however, it is essential that externally set goals for learning be clearly communicated to teachers, students, and other education stakeholders.

Considerable resources should be devoted to producing materials for teachers and students that clearly present both the learning goals and landmark performances along the way to competence. Those performances can then be illustrated with samples of the work of learners at different levels of competence, accompanied by explanations of the aspects of cognitive competence exemplified by the work. These kinds of materials can foster valuable dialogue among teachers, students, and the public about what achievement in a domain of the curriculum looks like.

The criteria by which student work will be judged on an assessment should also be made as explicit as possible. Curriculum materials should encourage the use of activities such as peer and self-assessment to help students internalize the criteria for high-quality work and foster metacognitive skills. All of these points are equally true for classroom assessments. The use of assessments based on cognitive and measurement science will also necessitate different forms of reporting on student progress, both to parents and to administrators.

Reports on student performance could also provide an important tool to assist administrators in their supervisory roles. Such information could help administrators determine where to focus resources for professional development.

In general, for the information to be useful and meaningful, it will have to include a profile consisting of multiple elements and not just a single aggregate score.

Recommendation 9: Instruction in how students learn and how learning can be assessed should be a major component of teacher preservice and professional development programs. This training should be linked to actual experience in classrooms in assessing and interpreting the development of student competence.

Research on the integration of cognition and measurement also has major implications for teacher education. Teachers need training to understand how children learn subject matter and how assessment tools and practices can be used to obtain useful information about student competence.

Both the initial preparation of teachers and their ongoing professional development can incorporate insights and examples from research on the integration of cognitive and measurement science and equip teachers with knowledge and skills they can use to employ high-quality assessments.

At the same time, such learning opportunities can enable teachers to transform their practice in ways that will allow them to profit from those assessments.

If such assessments are to be used effectively, teacher education needs to equip beginning teachers with a deep understanding of many of the approaches students might take toward understanding a particular subject area, as well as ways to guide students at different levels toward understanding Carpenter, Fennema, and Franke, ; Griffin and Case Teachers also need a much better understanding of the kinds of classroom environments that incorporate such knowledge NRC, b.

Typically, teacher education programs provide very little preparation in assessment Plake and Impara, Yet teaching in ways that integrate assessment with curriculum and instruction requires a strong understanding of methods of assessment and the uses of assessment data. This does not mean that all teachers need formal training in psychometries. However, teachers need to understand how to use tools that can yield valid inferences about student understanding and thinking, as well as methods of interpreting data derived from assessments.

In addition, school administrators need to provide teachers with ample opportunities to continue their learning about assessment throughout their professional practice. Professional development is increasingly seen as a vital element in improving of practice, for veteran as well as new teachers.

Cohen and Hill, ; Elmore and Burney, This continued learning should include the development of cognitive models of learning. In that approach, teachers develop lessons on their own, based on a common curriculum.

They try these lessons out in their classrooms and share their findings with fellow teachers. They then modify the lessons and try them again, collecting data as they implement the lessons and again working collaboratively with other teachers to polish them. The resulting lessons are often published and become widely used by teachers throughout the country. Recommendation Policy makers are urged to recognize the limitations of current assessments, and to support the development of new systems of multiple assessments that would improve their ability to make decisions about education programs and the allocation of resources.

Important decisions about individuals should not be based on a single test score. Policy makers should instead invest in the development of assessment systems that use multiple measures of student performance, particularly when high stakes are attached to the results.

Assessments at the classroom and large-scale levels should grow out of a shared knowledge base about the nature of learning. Policy makers should support efforts to achieve such coherence. Policy makers should promote the development of assessment systems that measure growth or progress of students and the education system over time and that support multilevel analyses of the influences responsible for such change.

Recommendation The balance of mandates and resources should be shifted from an emphasis on external forms of assessment to an increased emphasis on classroom formative assessment designed to assist learning.

Another arena through which research can influence practice is education policy. This is a particularly powerful arena in the case of assessment. Policy makers currently are putting great stock in large-scale assessments and using them for a variety of purposes. There is a good deal of evidence.

Research on the integration of cognition and measurement can affect practice through policy in several ways. Most directly, the research can enhance the assessments used for policy decisions. Furthermore, the decisions of policy makers could be better informed than is the case today by assessments that provide a broader picture of student learning. Since test developers respond to the marketplace, a demand from policy makers for new assessments would likely spur their development.