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

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

Ifeoma Chika Iyioke
Copyright: © 2022 |Pages: 21
ISBN13: 9781668438817|ISBN10: 166843881X|EISBN13: 9781668438824
DOI: 10.4018/978-1-6684-3881-7.ch006
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MLA

Iyioke, Ifeoma Chika. "Cognitive vs. Social Constructivist Learning for Research and Training on the Angoff Method." Research Anthology on Innovative Research Methodologies and Utilization Across Multiple Disciplines, edited by Information Resources Management Association, IGI Global, 2022, pp. 93-113. https://doi.org/10.4018/978-1-6684-3881-7.ch006

APA

Iyioke, I. C. (2022). Cognitive vs. Social Constructivist Learning for Research and Training on the Angoff Method. In I. Management Association (Ed.), Research Anthology on Innovative Research Methodologies and Utilization Across Multiple Disciplines (pp. 93-113). IGI Global. https://doi.org/10.4018/978-1-6684-3881-7.ch006

Chicago

Iyioke, Ifeoma Chika. "Cognitive vs. Social Constructivist Learning for Research and Training on the Angoff Method." In Research Anthology on Innovative Research Methodologies and Utilization Across Multiple Disciplines, edited by Information Resources Management Association, 93-113. Hershey, PA: IGI Global, 2022. https://doi.org/10.4018/978-1-6684-3881-7.ch006

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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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