Technical Manual for the Conceptual Learning and Development Assessment Series II: Cutting Tool. Technical Report No. 435. Reprinted December 1977.

Autor/inn/en	DiLuzio, Geneva J.; und weitere
Institution	Wisconsin Univ., Madison. Research and Development Center for Cognitive Learning.
Titel	Technical Manual for the Conceptual Learning and Development Assessment Series II: Cutting Tool. Technical Report No. 435. Reprinted December 1977.
Quelle	(1975), (68 Seiten)Verfügbarkeit
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Abstract Reasoning; Cognitive Development; Cognitive Measurement; Cognitive Processes; Cognitive Tests; Concept Formation; Developmental Stages; Difficulty Level; Elementary Secondary Education; Fundamental Concepts; Hand Tools; Learning Theories; Measurement Objectives; Standardized Tests; Statistical Data; Test Construction; Test Items; Test Reliability + Suchen Sie Ihr Suchwort? Abstraktes Denken; Denken; Kognitive Entwicklung; Cognitive process; Kognitiver Prozess; Kognitiver Fähigkeitstest; Concept learning; Begriffsbildung; Schwierigkeitsgrad; Grundlagenplan; Konzept; Learning theory; Lerntheorie; Standadised tests; Standardisierter Test; Testaufbau; Test content; Testaufgabe; Testreliabilität
Abstract	This document accompanies Conceptual Learning and Development Assessment Series II: Cutting Tool, a test constructed to chart the conceptual development of individuals. As a technical manual, it contains information on the rationale, development, standardization, and reliability of the test, as well as essential information and statistical data for evaluating the test. This report is designed to be used by individuals who have a general knowledge of test construction and measurement principles and are aware of the limitations of test interpretations. The authors of this manual have attempted to take into account and satisfy the standards set forth by the American Psychological Association regarding educational and psychological tests. The test is based upon the Conceptual Learning and Development (CLD) Model, which suggest four successive levels of concept learning: (1) concrete--recognizing an object which has been encountered previously; (2) identity--recognizing a known object when it appears in a different spatial, time, or sensory perspective; (3) classificatory--generalizing that two items are alike in some way; and (4) formal--naming and defining the concept, listing its attributes, and judging the presence of such attributes in an object. (Author/GDC)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC