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Toward Assessment of Cognitive and Conative Structures in Learning.
Peer reviewed Peer reviewed
Snow, Richard E. – Educational Researcher, 1989
Reviews new conceptions of cognitive and conative aptitude, learning, development, and achievement and their assessment. Argues that different purposes for educational assessment require different levels and models of assessment. Strongly suggests research on construct validity and teacher understanding and use of assessment. (FMW)
Descriptors: Academic Achievement, Academic Aptitude, Cognitive Structures, Construct Validity