In 1998, Plucker and Runco provided an overview of creativity assessment, noting current issues (fluency confounds, generality vs. specificity), recent advances (predictive validity, implicit theories), and promising future directions (moving beyond divergent thinking measures, reliance on batteries of assessments, translation into practice). In…

To examine the importance of manual character writing to reading in a new writing system, 48 adult Chinese-as-a-foreign-language students were taught characters in either a character writing-to-read or an alphabet typing-to-read condition, and engaged in corresponding handwriting or typing training for five consecutive days. Prior knowledge of…

IMPACCT is an online survey covering over 40 self-report types of student communication competency, as well as a test of critical thinking based on cognitive problem-solving. The student nominates two peers who rate the student's interpersonal, computer-mediated, group and leadership, and public speaking communication competence. The student takes…

Against the backdrop of traditional measures of college readiness (i.e., high school GPA, standardized test scores, and high school rank), the consideration of "non-cognitive" factors marked a significant departure when they were first discussed as integral aspects of college success. Used to refer to any characteristic, ability or disposition…

Determines the concurrent and predictive validity of a cloze-based scoring procedure which is sensitive to semantic and syntactic language performance, as well as to the traditional responses to deletion. Finds the scoring procedure possesses acceptable concurrent and predictive validity for a variety of passages and grade levels. (RS)

The issue of using language proficiency or language dominance to assess programs for high school students with limited English speaking backgrounds is addressed. The development and initial analyses of the Competency Based Oral Language Assessment (COLA) are discussed. Three components of oral language are rated separately: semantics; syntax and…

Investigated the relationship between syntactic and semantic processing using a word-by-word reading paradigm and a cross-modal integration paradigm. The study evaluated the experimental results with regard to serial autonomous models, strongly and weakly interactive models, and a hybrid model proposed here. (92 references) (Author/CK)

A study examined the linguistic strategies of strong and weak readers in grades three and six within the context of D. E. Rumelhart's interactive model of the reading process. A linguistic prediction task was set up to investigate students' use of orthographic constraints, syntactic redundancy, and syntactic and semantic knowledge. A program was…