Cognitive vs. Social Constructivist Learning for Research and Training on the Angoff Method

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Author(s): Ifeoma Chika Iyioke (Michigan State University, USA)
Copyright: 2020
Pages: 21
Source title: Paradigm Shifts in 21st Century Teaching and Learning
Source Author(s)/Editor(s): Şenol Orakcı (Aksaray University, Turkey)
DOI: 10.4018/978-1-7998-3146-4.ch012

Keywords: Curriculum Development and Instructional Design / Education / Information Science Reference / Instructional Design

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Abstract

This chapter aims to revitalize the use of the Angoff method in measuring students' performance in the educational contexts by offering guidance on the constructivist learning perspective that is more appropriate for training K-12 teachers. Specifically, it compares the cognitive and social constructivist theories and the Completely Structured Training (CST) and Partially Structured Training (PST) designs for conducting training on the Angoff method. The analysis argues for the relative efficacy of the cognitive constructivist perspective of the CST based on a breakdown of the cognitive strategies of the Angoff method judgments over the social constructivist perspective of the PST that emphasizes interpersonal interactions. The chapter concludes with recommendations for empirical comparisons of the quality of judgments based on the CST and PST models.

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Cognitive vs. Social Constructivist Learning for Research and Training on the Angoff Method

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