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ERIC Number: ED244739
Record Type: Non-Journal
Publication Date: 1981
Pages: 34
Abstractor: N/A
Reference Count: N/A
Future Follow Through Documentation and Research: The Assessment of Academic/Cognitive Abilities of Black Children.
Miller-Jones, Dalton
Offering guidelines for future Follow Through program design, documentation, and evaluation, this paper examines the bases of criticisms of standardized tests, describes learning characteristics of black children, and briefly enunciates a system for Follow Through evaluation efforts. Discussion of standardized tests addresses the following criticisms: (1) Items on tests of mental ability are not based on any theory of cognitive or intellectual functioning; (2) Tests yield little information regarding the cognitive process; (3) Standardized test formats preclude clarification of questions asked; (4) Cultural bias exists in test content, language, and format; and (5) Tests are of little use in diagnostic efforts to guide instruction. Exploration of black children's learning characteristics focuses on the nature of the intellectual processes of black children; problems of designing tests with ecological validity; the influence of home and neighborhood environments on cognitive organization and intellectual styles; implications for cognitive assessment; frameworks for an integrated conceptual paradigm (the adaptive analysis of social behavior and the processes of rule induction); and the generality of an inductive learning style among black children. Recommendations for language and cognitive assessment activities are offered along with suggestions for replacing the evaluation of planned variation models of Follow Through programs with a "bottom-up" approach to documentation and instrument development. (RH)
Publication Type: Opinion Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: National Inst. of Education (ED), Washington, DC.
Authoring Institution: N/A