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From Usable to Useful Assessment Knowledge: A Design Problem. CSE Report.

Policymakers are fond of saying that we have enough research knowledge. The problem is that nobody is applying the knowledge we already have. In this paper I plan to discuss the kinds of knowledge we need to improve students' learning and, in particular, what to do about it in the assessment and testing arena. I will start with a consideration of knowledge that is supposed to be used, and where assessment falls short. Then I will provide solutions, drawn from my own research. There are types of knowledge that are characterized as basic or fundamental, that may or may not be applied in the foreseeable future. I am interested in education, where application of new knowledge is vitally needed and can't be put off for the next—or the next—generation of 10-year-olds. If research knowledge is to be applied in a reasonable period of time, say one quarter of a lifetime, it should possess certain properties. The knowledge must be both usable and useful. I'll spend a little time on these distinctions and start with the negative. My intention is to make a case for how we might ultimately design our systems and our own actions to help us act with greater intelligence. Each of us knows what unusable knowledge is. It includes, but is not limited to, names of colleagues unexpectedly encountered at conferences; comments that, while accurate, are far too impolite to utter; random information we know but can't remember why; and fractions of ideas that we can't seem to mold into a functional whole. The most frustrating variant of unusable knowledge is the one in which we know part or all that should be done, having goals valuable to attain, but remain nonetheless unable to make significant progress applying the forms of knowledge that we have at our disposal. This type of unusable knowledge seems to pertain to many aspects of educational improvement. 2 " Usable knowledge " was a term used by Lindblom and Cohen (1979) in a book that focused on the relationship of the social sciences and problem solving in the real world. If you see the actual book, you will notice that in the title, the words " usable knowledge " are not capitalized, either a sign of the authors' sense of its rarity or a tribute to e. e. cummings. Remember, Lindblom and Cohen were specifically considering research and evaluation knowledge, and they …