Chong Ho YU, Samuel DİGANGİ, Angel JANNASCH-PENNELL

The Role of Abductive Reasoning in Cognitive-Based Assessment

Yarı-tümdengelim uslamlaması (yarı-tümdengelim akıl yürütme) yaklaşımına geçmişmişti dayanmakta iken, günümüzde, özellikle eğitsel değerlendirmenin geleceğine yönelik olarak, "öğrencilerin ne bildiklerini öğrenmek "olgusu bilişsel temelli değerlendirmeye yön. Bu makalede, bilişsel temelli değerlendirmek çıkarımsal uslamlama (kaçırma akıl yürütme) yaklaşımının üç temel açıdan nasıl kaktı sağladığı tartışılacaktır. Ilk olarak, ölçülen yapılar tam olarak anlamak için farklı seviylerdeki doğru ve yanlış algılamaları ortaya koymada alternatif açıklamalar göz önüne alınacaktır. İkincisi, çıkarım uslamlama (kaçırma akıl yürütme) yaklaşımla başvuran tersine uslamlama açıklanacak ve üçüncüsü, çıkarım uslamlama (kaçırma akıl yürütme) yaklaşımında analojik çıkarsama (analog akıl yürütme) tartılacaktır.

Anahtar Kelimeler:

Eğitsel değerlendirme, çıkarımsal uslamlama, bilişsel temelli değerlendirme

The Role of Abductive Reasoning in Cognitive-Based Assessment

“Knowing what the students know” recently has become the guiding principle of cognitive-based assessment. In the past, the process of assessment was built around a form of quasi-deductive reasoning, in which test developers deduced items from certain premises, the blue print or the objective list. In this paper, the author(s) discuss how abductive reasoning contributes to cognitive-based assessment in three routes. First, knowing alternative explanations is essential in understanding different levels of conceptions and misconceptions in order to develop the constructs being measured. Second, converse reasoning or reverse engineering applied in an abductive fashion is employed to retrospectively build the student’s mental model based on the end product. Third, analogical reasoning in the abductive reasoning mode is indispensable for cognitive modeling.

Keywords:

Educational assessment, abductive reasoning, cognitive-based assessment,

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