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Bennett, Randy E.; Deane, Paul; van Rijn, Peter W. – Educational Psychologist, 2016
This article exemplifies how assessment design might be grounded in theory, thereby helping to strengthen validity claims. Spanning work across multiple related projects, the article first briefly summarizes an assessment system model for the elementary and secondary levels. Next the article describes how cognitive-domain theory and principles are…
Descriptors: Epistemology, Test Construction, Educational Assessment, Psychometrics
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Block, Cathy Collins – Educational Psychologist, 2008
The purpose of this article is to document the legacy and continuing influence of Michael Pressley's work in the field of reading research and instruction. Descriptions are provided to demonstrate how he translated his data from the cognitive sciences into highly effective pedagogy. A second component of this article discusses how Michael…
Descriptors: Reading Comprehension, Reading Research, Research Methodology, Reading Instruction
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Harris, Karen R.; Alexander, Patricia; Graham, Steve – Educational Psychologist, 2008
The history of strategies research during the past quarter century has been a story of significant conceptualizations and reconceptualizations regarding the nature, development, and teaching of cognitive and metacognitive strategies. Theoretical models, empirical research, and discussions contributed by Michael Pressley have been central to…
Descriptors: Reading Comprehension, Models, Metacognition, Instructional Effectiveness
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Mohan, Lindsey; Lundeberg, Mary A.; Reffitt, Kelly – Educational Psychologist, 2008
Much of Michael Pressley's work during the past decade focused on the nature of highly effective, engaging literacy instruction. Michael Pressley believed that studying effective teachers and schools had the potential to influence more engaging and effective teaching, especially in underresourced schools. First, we describe the grounded…
Descriptors: Literacy, Teacher Effectiveness, Classroom Research, Reading Instruction