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ERIC Number: ED266033
Record Type: Non-Journal
Publication Date: 1985-Sep
Pages: 238
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Assessing Cognitive Levels in the Classroom. Final Report.
Marchand, Lois C.; And Others
This project was designed to produce a program evaluation and needs assessment of the 1982 Alberta Elementary School Mathematics Program in terms of cognitive level comparisons between student responses and curricular demands. Assessment procedures consisted of 14 individual interviews and 8 paper-and-pencil tests based on children's responses to mathematical cognition tasks in one-one interviews. The same criteria embedded in student response assessments were applied to demands made by mathematics curriculum objectives, textbooks materials, classroom activities, and Alberta Education Assessment Test items. The project sampled curricular cognitive demands and student cognitive response levels from the six elementary school grades and across five mathematics topic strands (numeration, operations and properties, measurement, geometry, and graphing). Answers to various research questions varied by topic stand, grade level, and demand component. However, several general findings are noted. About three-quarters of all student responses were at the concrete operational level, with remaining answers at the preoperational level. About three-quarters of all demands were at the concrete operational level, with most of the remaining quarter at the early formal level. In general, cognitive demands made by the curriculum were found to correspond well to distributions of student cognitive responses in most topics and at most grade levels. (Author/JN)
Publication Type: Reports - Research
Education Level: N/A
Audience: Practitioners; Researchers
Language: English
Sponsor: N/A
Authoring Institution: Alberta Dept. of Education, Edmonton.
Identifiers - Location: Canada