ERIC Number: ED030987
Record Type: RIE
Publication Date: 1969-May
Reference Count: 0
The Criterion Problem in the Evaluation of Instruction: Assessing Possible Not Just Intended Outcomes.
Cognitive styles--defined as information processing habits--should be considered as a criterion variable in the evaluation of instruction. Research findings identify the characteristics of different cognitive stles. Used in educational practice and evaluation, cognitive styles would be new process variables extending the assessment of mental performance past achievement levels to a concern with patterns of cognitive functioning. Such use would have relevance for student performance in various subject-matter areas, for test construction, and for teaching methods. A possible educational goal would be an attempt to foster alternative modes of cognition and multiple stylistic approaches to problem solving. A bibliography of 48 items is included. A related document is EA 002 406. (MLF)
Publication Type: N/A
Education Level: N/A
Sponsor: National Inst. of Mental Health (DHEW), Bethesda, MD.; Office of Education (DHEW), Washington, DC. Bureau of Research.
Authoring Institution: California Univ., Los Angeles. Center for the Study of Evaluation.
Note: Paper presented at the Symposium on Problems in the Evaluation of Instruction (Los Angeles, December, 1967).