Techniques and Procedures for Assessing Cognitive Skills
Techniques and Procedures for Assessing Cognitive Skills
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评估认知技能的技术和程序
DOI：
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发表时间：
1993
期刊：
影响因子：
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通讯作者：
María S. Carlo
中科院分区：
文献类型：
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作者：
James M. Royer;Cheryl A. Cisero;María S. Carlo
这篇文章的目的是调查程序，可用于评估旨在提高认知技能的教学计划的进展。组织框架由J. R。安德森（1982）的认知技能发展理论和格拉泽、莱斯戈尔德和拉霍伊（1985）的认知技能维度分类。在介绍了安德森的理论之后，本文讨论了以下类型的认知技能测量：（a）测量知识的获得、组织和结构;（B）测量问题表征的深度;（c）测量心理模型;（d）测量元认知技能;（e）测量自动执行;（f）测量程序的效率。在描述测量程序的每一节之后，都讨论了这些程序的优点和缺点。文章最后对测量认知技能的技术进行了一般性讨论。
The intent of the article is to survey procedures that could be used to assess progress in instructional programs designed to enhance cognitive skills. The organizational framework is provided by J. R. Anderson’s (1982) theory of cognitive skill development and by Glaser, Lesgold, and Lajoie’s (1985) categorization of dimensions of cognitive skills. After describing Anderson’s theory, the article discusses the following types of measures of cognitive skills: (a) measures of knowledge acquisition, organization, and structure; (b) measures of depth of problem representation; (c) measures of mental models; (d) measures of metacognitive skills; (e) measures of the automaticity of performance; and (f) measures of efficiency of procedures. Each of the sections describing measurement procedures is followed by a discussion of the strengths and weaknesses of the procedures. The article closes with a general discussion of techniques for measuring cognitive skills.