Considering the importance of mathematics in modern society, it is crucial to understand the cognitive processes involved in the acquisition of complex mathematical competency. As a new generation of evaluation theory, cognitive diagnosis has its unique advantages in personalized evaluation. Based on the mathematical cognitive framework of Trends…

This paper presents the concepts and observations in the author's keynote address at the May 2019 "Opportunity versus Challenge: Exploring Usage of Log-File and Process Data in International Large-Scale Assessments" conference in Dublin, Ireland. This paper recaps briefly some key points that emerged at the December 2018 ETS symposium on…

In this paper we provide the rationale and foundation for the building and sharing knowledge key practice for the "CBAL"™ English language arts competency model. Building and sharing knowledge is a foundational literacy activity that enables students to learn and communicate what they read in texts. It is a strategic process that…

The seven articles in this special issue are concerned with the challenges of assessing complex aspects of cognition in the domains of mathematics, reading, history, and science. Each describes the design of assessments and their interpretive use, with a particular focus on assessments closely tied to classroom instruction. Individually and…

Research has demonstrated that many children have learning problems related to deficits in specific cognitive processes that are not adequately represented by a single IQ score. The administration of cognitive measures that include narrow abilities is useful in understanding specific learning problems and developing effective interventions.…

Based on a critical re-analysis of cognitive load theory (CLT), Schnotz and Kurschner identified the need for research on more sensitive ways of assessing learner characteristics, both prior to and during instruction, in order to understand learning processes and outcomes. One emergent theme of the papers in this special issue is that the "same"…

The article describes an approach to cognitive assessment of disabled readers synthesizing traditional psychometric with recent information-processing methods. Guidelines for using information-processing measures are also provided. (Author/DB)

Chronometric methods of cognitive assessment of learning disabled students which measure speed of response to elementary cognitive tasks requiring minimal prior knowledge are discussed. Chronometric techniques known to correlate with IQ and other indexes of mental efficiency and scholastic proficiency are described. (Author/DB)

This study administered a cognitive battery of 9 tasks to 400 regular kindergarten children and 31 children identified as gifted. The upper 2% of the regular sample outperformed 81% of the gifted sample, with minority group students achieving most of the top scores. Results support the use of such batteries in identifying previously unidentified…

Reasons why there are few incentives for test publishers to make significant innovations in what is tested or how it is tested are given. A brief discussion of research on growth spurts in the brain, hemispheric differences, and other neurological phenomena is followed by a discussion of some conclusions drawn from this work. While skepticism is…

To determine whether objective test items could measure cognitive processes more complex than recall of isolated facts, the committee of the American Academy of Orthopaedic Surgeons preparing the Orthopaedic In-Training Examination classified test items into three taxonomic levels according to the cognitive process required to answer the item.…

Discusses issues and challenges related to the assessment of K-12 students' cognitive and affective progress in physical education. The paper recommends that when assessing the cognitive domain, assessment should directly reflect what was taught and should be infused throughout the unit of instruction. It also recommends that should educators…

Investigates the relationship between student talk in cooperative learning groups and the learning of complex cognitive tasks. Studies 2 classrooms of 51 students in which a social studies unit designed to assess the development of problem-solving skills in a cooperative learning environment was administered. Reports a strong correlation between…

Discusses problem-solving evaluation methods and describes the development of an instrument to evaluate an individual's problem-solving processes. Provides an example of the instrument. (MDH)

This article provides a brief overview of recent literature on the cognitive and neurocognitive profile characteristics of autism spectrum disorders. Emphasis is placed on potential links between cognitive profiles and social or adaptive functioning. Suggestions for cognitive assessment measures are provided, along with supplementary measures for…