This study aimed to address the need for a comprehensive assessment tool to evaluate the mathematical abilities of first-grade students through cognitive diagnostic assessment (CDA). The primary challenge involved in this endeavor was to delineate the specific cognitive skills and sub-skills pertinent to first-grade mathematics (FG-M) and to…

Surveys reveal that many school psychologists continue to employ cognitive profile analysis despite the long-standing history of negative research results from this class of practice. This begets the question: why do questionable assessment practices persist in school psychology? To provide insight on this dilemma, this article presents the…

These authors cite their own study of the relationship between traditional measures of intelligence and Piagetian measures of cognitive development in support of Glass and Stephens' contention that there are important qualitative differences. They question Humphreys' and Parsons' conclusions on both substantive and factor theoretical grounds. (CTM)