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…

Investigates variations in students' responses to lever problems across multiple assessment contexts and formats. Data sources include students' semantic maps, written responses to questions, and modeled solutions to practical problems. Contains 40 references. (DDR)

Recent research in the visual arts has resulted in the development of a range of methods for assessing student learning. Theoretically based in cognitive conceptions of learning, assessment systems discussed in this paper have been applied in practice. Possibilities for the art teacher to apply such assessment methodologies directly in the…

In the Teacher-to-Teacher series of the National Education Association's Professional Library, teachers speak directly to other teachers about school restructuring issues. This volume covers issues in student assessment, focusing on student portfolios and their uses in reflecting student processes, collaboration, and literacy. Various portfolios…

The National Association of Secondary School Principals (NASSP) published a new learning style instrument in 1986--the NASSP Learning Style Profile (LSP). The LSP yields independent scores on 24 discrete elements of learning style. Its purpose is to provide educators with a well-validated and easy to use instrument for diagnosing cognitive styles,…

Questions related to the instructional design of computer-based educational systems were addressed in a study in which college psychology majors completed a computer-based course in statistics using instructional units developed to teach the desired knowledge within the context of situations to which the knowledge is relevant--a technique called…

The degree to which performance assessments meet their dual mandate to evaluate student learning and inform instructional practice is not adequately addressed through traditional concerns for reliability and validity. A possible approach is suggested for examining the cognitive activity students engage in during a performance assessment. The…