Behavioral flexibility--the ability to tailor motor actions to changing body-environment relations--is critical for functional movement. Navigating the everyday environment requires the ability to generate a wide repertoire of actions, select the appropriate action for the current situation, and implement it quickly and accurately. We used a new,…

The present study examined whether and how socioeconomic status (SES) predicts school achievement in science, technology, engineering, and math (STEM) using structural equation modeling and data from the National Institute of Child Health and Human Development Study of Child Care and Youth Development. The present inquiry addresses gaps in…

Neurocognitive impairment and negative symptoms contribute to functional disability in people with schizophrenia. Yet, a high level of unexplained variability remains after accounting for the role of these factors. This study examined the role of thought disorder, psychological complexity, and interpersonal representations, as measured by the…

Just as objectivist theories have provided foundations for traditional tests, constructivist theories can offer foundations for performance assessment design and development methods. The tenets and principles embedded in various learning theories provide a solid foundation that can be combined with psychometric principles to help assessment…

How does the type of learning material impact what is learned? The current research investigates the nature of students' learning of math concepts when using manipulatives (Uttal, Scudder, & DeLoache, 1997). We examined how the type of manipulative (concrete, abstract, none) and problem-solving prompt (metacognitive or problem-focused) affect…

The Collegiate Learning Assessment (CLA) is a computer administered, open-ended (as opposed to multiple-choice) test of analytic reasoning, critical thinking, problem solving, and written communication skills. Because the CLA has been endorsed by several national higher education commissions, it has come under intense scrutiny by faculty members,…

This prospective study of 17 high-functioning residentially treated adolescents with autism found that cognitive shifting, as measured by card sorting tests, was the only significant factor in predicting progress in social understanding. (Author/JDD)

Mathematics portfolios need not be limited to problem-solving efforts. When California algebra teacher asked students what portfolio contents would show their effort and learning, they suggested daily notes, personal budget and lottery projects, scale drawing, their best and worst tests, weekly problems, daily class notes, and homework. Students…

Examines several possible difficulties in interpreting the results of studies which employ Piagetian tasks, especially conservation tasks, with older individuals. Notes that Piaget's clinical method allows more flexibility in the assessment of competence than do more quantifiable techniques. Examines the possibility of task misinterpretation by…

Different methods and instruments used to assess medical problem solving are discussed. Various features of the instruments are compared and suggestions for additional data are made, in order to ensure maximum efficiency in the choice of instruments. (Author/MH)

This study focused on the validation of Generalizable Reasoning Skills assessment instruments with students with disabilities in secondary vocational programs. Results indicated that student self-ratings, teacher ratings, and a performance test were internally consistent and precise measures of reasoning skills for some uses but that most…

Adoptive parents and their adoptive and natural children took IQ tests. Speed of solution correlated with verbal IQ and .51 with performance IQ among the parents. Mothers' speed correlated negligibly with scores of adoptive and natural children. Fathers' speed correlated more with their natural than adopted children's performance scores.…

A series of 19 questions illuminates the characteristics of effective performance assessments in 3 sections: (1) the nature of assessment; (2) properties of effective tasks; and (3) making tasks meaningful and engaging. A fourth section offers practical suggestions for the construction of performance assessments and for teacher involvement. (SLD)