In this paper we examine theoretical perspectives on assessment in cooperative education placements. As assessment is linked to student learning, we focus briefly on the purposes of assessment. We then consider a range of learning theories that have been, and are more recently, explored as ways to explain the process of learning on cooperative…

Although curiosity is an undeniably important aspect of children's cognitive development, a universally accepted operational definition of children's curiosity does not exist. Almost all of the research on measuring curiosity has focused on adults, and has used predominately questionnaire-type measures that are not appropriate for young children.…

Scores on the Cognitive Abilities Test, Form 3, Verbal and Nonverbal Batteries correlated with The Ross Test of Higher Cognitive Processes at .44 and .22, respectively, for 79 elementary gifted students in grades four to six. (Author)

Partially replicates Elkind and Bowen's (1979) investigation of adolescent egocentrism. Studies the relations between imaginary audience and operational thought by testing children and adolescents on a Piagetian-based written test of operational thought and the Imaginary Audience Scale. (Author/AS)

The Conceptual Learning and Development (CLD) Model suggests four successive levels of concept learning: (1) concrete--recognizing an object which has been encountered previously; (2) identity--recognizing a known object when it appears in a different spatial, time, or sensory perspective; (3) classificatory--generalizing that two items are alike…

This paper provides an overview of a project (now in its formative stages) to develop Head Start measures of program effects on children 3 to 7 years of age. The program approach is distinctive in emphasizing evaluation of all aspects of children's development that may affect their overall competence in reflecting the concerns, views, and values…

The Conceptual Learning and Development (CLD) Model suggests four successive levels of concept learning: (1) concrete--recognizing an object which has been encountered previously; (2) identity--recognizing a known object when it appears in a different spatial, time, or sensory perspective; (3) classificatory--generalizing that two items are alike…

Many variables mitigate against a culture-fair test being devised. The Queensland Test--which has been administered to Aboriginal children--is probably fairer than most IQ tests, although it appears to measure the degree of contact with Western culture (implying socio-economic variables) rather than mental and chronological age or cognitive…

The Conceptual Learning and Development (CLD) Model suggests four successive levels of concept learning: (1) concrete--recognizing an object which has been encountered previously; (2) identity--recognizing a known object when it appears in a different spatial, time, or sensory perspective; (3) classificatory--generalizing that two items are alike…

The Conceptual Learning and Development (CLD) Model suggests four successive levels of concept learning: (1) concrete--recognizing an object which has been encountered previously; (2) identity--recognizing a known object when it appears in a different spatial, time, or sensory perspective; (3) classificatory--generalizing that two items are alike…

This document accompanies the Conceptual Learning and Development Assessment Series III: Tree, a test constructed to chart the conceptual development of individuals. As a technical manual, it contains information on the rationale, development, standardization, and reliability of the test, as well as essential information and statistical data for…

This report presents recommendations for measures to be used in assessing the impact of Project Developmental Continuity (PDC). Chapter I reviews the purpose of the impact study and presents the basic considerations guiding the selection of measures. Chapter II describes the review process that led to the final recommendations. Chapter III…

This document accompanies the Conceptual Learning and Development Assessment Series IV: Noun, a test constructed to chart the conceptual development of individuals. As a technical manual, it contains information on the rationale, development, standardization, and reliability of the test, as well as essential information and statistical data for…

This document accompanies the Conceptual Learning and Development Assessment Series I: Equilateral Triangle, a test constructed to chart the conceptual developemnt of individuals. As a technical manual, it contains information on the rationale, development, standardization, and reliability of the test, as well as essential information and…

This document accompanies Conceptual Learning and Development Assessment Series II: Cutting Tool, a test constructed to chart the conceptual development of individuals. As a technical manual, it contains information on the rationale, development, standardization, and reliability of the test, as well as essential information and statistical data…