ERIC Number: ED041791
Record Type: RIE
Publication Date: 1970-Mar-4
Reference Count: 0
Testing for Concept Learning at Higher Cognitive Levels.
Clegg, Ambrose A., Jr.; Sebolt, Alberta P.
The purpose of this study was to develop evaluation procedures and to test the evidence of concept learning at various cognitive levels in an experimental social studies curriculum. A number of social science concepts relating to the use of natural resources were identified for use with Curriculum Model #1 on the Quabbin Reservoir system. A preliminary form of a concept development test was prepared, using the general approach developed by Kropp and Stoker (1966). This approach was appropriate because curriculum objectives had been identified according to Bloom's taxonomy, and major concepts had been identified and structured. The problem questions were designed to test student performance on analysis, sythesis, and evaluation, in realistic problem situations related to the curriculum. Students (120) from four of the experimental classes, grades 3, 4 and 5, were tested. In conclusion, the concepts were acquired at a rather high rate of success with mean scores for the group ranging from 65-76% concept achievement; the differences between grade levels were small; and, the difference in achievement between the experimental and control groups was significant (p.<0.001). All of these results seem to validate the effectiveness of the curriculum design and the teaching strategies (see SO 000 068). Other related documents are SO 000 069 and SO 000 070. (SBE)
Publication Type: N/A
Education Level: N/A
Sponsor: Office of Education (DHEW), Washington, DC.
Authoring Institution: Resource Learning Lab., Sturbridge, MA.
Identifiers: Blooms Taxonomy
Note: Presented at American Educational Research Association Symposium, Minneapolis, Minnesota, March 4, 1970