Student engagement is an important consideration for teachers and administrators because it is explicitly associated with achievement. What the authors call the ABC's of engagement they outline as: Affective engagement, Behavioral engagement, and Cognitive engagement. They also present "Three Things Every Teacher Needs to Know about…

Based on author's doctoral dissertation, Columbia University, Teachers College, 1968. (Editor/RD)

An evaluation procedure, Cognitive Congruence Procedure (CCP), is described which systematically looks at the cognitive dimension of instruction and provides information on: (1) Congruence of intent and practice, (2) Emphasis given to each kind of thinking operation, (3) The degree to which a program has been implemented, (4) Judging equivalence…

Most of the literature on the instructional effects of operationally defining the objectives of a curriculum before implementation has been based on a logical, rather than an empirical, analysis of the instructional process. A model procedure was developed and used to examine empirically the contribution of the cognitive objectives of an…

This brief, introductory booklet defines what is meant by "performance" and "process" objectives and how each type contributes to the steps necessary for incorporating "accountability" into the evaluation of a given educational program. Further, the booklet provides a set of procedures for developing and writing both performance and process…

Eighteen ways to informally evaluate cognitive objectives are discussed: grafitti walls; newspapers; card sorts; crossword puzzles; visualizing; debates; audio-visual narratives; ABC lists; concept trees; mini textbooks; incomplete charts; brainstorming; checking guides; logs and journals; drama; manipulative events; student-made tests; student…

Offers guidelines for designing computer-based testing which demands high-level cognitive functioning of students using computer-assisted instruction as a learning mode. Examples of conceptual, principle, and procedural learning evaluation approaches, strengths and weaknesses within the formats described, and suggestions for improving the…

Assessment of science students is essential for the improvement of instruction. Objectives of science teaching must be clearly spelled out and different evaluation methods should be chosen to test these objectives. Author categorizes objectives of science teaching in three divisions: knowledge, skills, and personality characters. Students'…

Discusses shortcomings in both cognitive- and competency-based assessment approaches to art learning. Asserts that they fail on a number of fronts to reflect the full extent of art and how it operates. Questions the degree of accuracy that these assessment approaches can achieve when considering art education. (EV)

Teacher-tested ideas for teaching and evaluating cognitive skills of students in physical education programs are offered. (DF)

Emotions, feelings, and values are important in an individual's well being. If pupils possess quality attitudes, the chances are that cognitive objectives will be achieved well, as much as the individual can be capable of doing. The teacher needs to emphasize affective objectives in reading instruction. Learning opportunities to achieve objectives…

An organizational structure which permits the identification of the variables affecting an educational program is presented. It is designed to solve the problem of clearly and systematically developing and writing behavioral objectives which can be evaluated with validity and reliability. Three types of variables--behavioral, instructional, and…

Most geography teachers are unaccustomed to writing test questions to measure cognitive skills. This paper gives examples of such questions and discusses test design, item classification, and styles of presentation in relation to course objectives. (NH)

Explores the pedagogy-content argument surrounding competency based teacher education. The authors argue that CBTE success or failure hinges on demonstrated competency in content manipulation and use. In turn, a reassessment of content competency is needed. (Author/JR)

Teachers should refer to theoretical models in their professional decision making. Such models must be complete enough to reflect the current theories, yet they must be simple enough to be useful to classroom teachers. These models, whether they emphasize learning theories, curriculum theories, or instructional theories, should tie together into a…