Rapid cognitive diagnosis allows measuring current levels of learner domain-specific knowledge in online learning environments. Such measures are required for individualizing instructional support in real time, as students progress through a learning session. This article describes 2 experiments designed to validate a rapid online diagnostic…

Trotman (EJ 168 902) indicated that Black and White families of similar socioeconomic status differ widely in intellectual home environment, and suggested the nonutility of socioeconomic status as a control in racial comparisons of IQ. The validity of Trotman's conclusions is questioned, both for methodology and results. (Author/BH)

Using the Classroom Behavior Inventory, teachers rated the behaviors of 63 school-identified, learning-disabled first and second graders. Hierarchical cluster analysis techniques identified seven distinct behavioral subtypes. Internal validation techniques indicated that the subtypes were replicable and had profile patterns different from a sample…

A test of whether metacognition is a separate factor from cognition was conducted by measuring the effects of metacognitive factors in problem solving, while attempting to hold relevant cognitive factors constant. Learning disabled subjects were less skilled in metacognition with respect to knowledge about cognition and regulation of cognition.…

Studied age trends in solving correlational problems involving over 2 continuous variables 100 Canadian students in grades 5, 7, 9, and 11 and a postgraduate college preparatory year; 278 seventh graders; and 120 tenth graders in 3 experiments. Correlational reasoning skills increased with age and improved through instruction. (SLD)

Primary research on student ratings of instruction is reviewed, and questions about the validity of such ratings as measures of teacher effectiveness are explored using nomological coding of 43 validity studies to examine causes of variability in coefficients of validity. Deficiencies of prior analyses and research needs are identified. (SLD)

Quantitative research on feedback that college teachers receive from student ratings is methodologically critiqued. The critique is based on a recently completed review and statistical study of 28 related studies by R. L'Hommedieu, R. J. Menges, and K. T. Brinko. Feedback effects may be stronger than research indicates. (SLD)