Models of Cognition for Students with Significant Cognitive Disabilities: Implications for Assessment

Autor/inn/en	Kleinert, Harold L.; Browder, Diane M.; Towles-Reeves, Elizabeth A.
Titel	Models of Cognition for Students with Significant Cognitive Disabilities: Implications for Assessment
Quelle	In: Review of Educational Research, 79 (2009) 1, S.301-326 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0034-6543
DOI	10.3102/0034654308326160
Schlagwörter	Student Evaluation; Federal Legislation; Educational Assessment; Disabilities; Knowledge Representation; Severity (of Disability); Severe Mental Retardation; Competence; Evaluation Methods; Cognitive Processes; Accountability; Alternative Assessment; Models; Memory; Metacognition; Feedback (Response); Drills (Practice); Transfer of Training; Context Effect; Observation; Inferences; Reading Skills; Mathematics Skills; Grade 4; Kentucky + Suchen Sie Ihr Suchwort? Schulnote; Studentische Bewertung; Bundesrecht; Education; assessment; Bewertungssystem; Handicap; Behinderung; Wissensrepräsentation; Schweregrad; Kompetenz; Cognitive process; Kognitiver Prozess; Verantwortung; Analogiemodell; Gedächtnis; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Training; Transfer; Ausbildung; Beobachtung; Inference; Inferenz; Reading skill; Lesefertigkeit; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; School year 04; 4. Schuljahr; Schuljahr 04
Abstract	This article addresses the application of the assessment triangle developed by the National Research Council (Pellegrino, Chudowsky, & Glaser, 2001), most specifically the cognition vertex of that triangle, to the unique learning characteristics of students with significant cognitive disabilities in developing and demonstrating academic competence. Given the inclusion of all students, including students with significant cognitive disabilities, in measures of large-scale educational assessment and accountability under the No Child Left Behind Act, it is essential to examine how the primary elements of knowledge representation and competence identified by Pellegrino et al. for all students have special ramifications for students with significant cognitive disabilities. It is only in the development of such a model of competence that it is possible to construct alternate assessments for these students that validly represent what these students know and can do. (Contains 1 note.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10