ERIC Number: ED356248
Record Type: Non-Journal
Publication Date: 1992-Nov
Reference Count: N/A
Assessment of Conative Educational Processes and Outcomes: Status Report of Empirical Studies. Project 2.3: Enhancing the Utility of Performance Assessments: Domain-Independent R&D.
Snow, Richard E.; Jackson, Douglas N.
Research planned to improve understanding of conative educational processes and outcomes is described. Over the past year, literature reviews have been conducted aimed at defining categories of assessment of student persistence, freedom from distraction, engagement, and other school-and-work related attitudes and motivations, both as learning processes and instructional outcomes. These conative processes and outcomes are considered distinct from cognitive measures and characteristics. Study 1 will examine the attitudes of about 200 high school students using a conative questionnaire. In Study 2, about 30 students will be selected from the first study to complete additional tasks (a simulated video game and computer teaching task) and an interview. Assessments will consider action versus state orientation, mastery versus performance orientation, and mindfulness. A table lists estimated time requirements for the studies. (SLD)
Descriptors: Academic Persistence, Cognitive Tests, Educational Assessment, High School Students, High Schools, Interviews, Learning Processes, Literature Reviews, Outcomes of Education, Performance Based Assessment, Research Projects, Student Attitudes, Student Evaluation, Student Motivation, Time on Task
Publication Type: Reports - Evaluative
Education Level: N/A
Sponsor: Office of Educational Research and Improvement (ED), Washington, DC.
Authoring Institution: National Center for Research on Evaluation, Standards, and Student Testing, Los Angeles, CA.