Development of Conceptual Learning and Development Assessment Series II: Cutting Tool. Working Paper No. 120.

Autor/inn/en	Klausmeier, Herbert J.; und weitere
Institution	Wisconsin Univ., Madison. Research and Development Center for Cognitive Learning.
Titel	Development of Conceptual Learning and Development Assessment Series II: Cutting Tool. Working Paper No. 120.
Quelle	(1973), (87 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Abstract Reasoning; Child Development; Classification; Cognitive Development; Cognitive Measurement; Concept Formation; Discrimination Learning; Elementary Secondary Education; Fundamental Concepts; Generalization; Identification; Knowledge Level; Language Learning Levels; Learning Theories; Models; Organization; Test Construction; Testing; Tests + Suchen Sie Ihr Suchwort? Abstraktes Denken; Denken; Kindesentwicklung; Classification system; Klassifikation; Klassifikationssystem; Kognitive Entwicklung; Concept learning; Begriffsbildung; Lernen; Lernprozess; Grundlagenplan; Konzept; Identifikation; Identifizierung; Wissensbasis; Learning theory; Lerntheorie; Analogiemodell; Organisation; Organisationsstruktur; Testaufbau; Testdurchführung; Testen; Examination; Prüfung; Examen
Abstract	The Model of Conceptual Learning and Development (CLD) is an analytical, descriptive model. It defines four levels of concept attainment and the possible uses and extensions of attained concepts, specifies the cognitive operations involved in learning concepts at each of the four levels, and postulates internal and external conditions of learning related to the specified levels. The CLD model provides a basis for assessing children's level of conceptual development. The assessment of the level of conceptual development requires assessment tools and procedures appropriate for children ages 4-18. This working paper presents a set of exercises designed to assess children's level of attainment as well as use of the concept cutting tool. (Author/BJG)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC