Student Level of Cognitive Competency

Development of Cognitive Competency

Cognitive development is that process of growth in thought processes that enables people to acquire and use knowledge about the world (Piaget, 1951, 1952). The early work in this field was accomplished by Jean Piaget who divided the development of cognitive processes into several stages taking place from birth to and sometimes through adulthood.

The Piagetian stage that is pertinent to this study is what Piaget termed the stage of "formal operations." This stage is said to be the culmination of cognitive growth which can take place from as early as the age of 11 to as late as full adulthood. At this stage, people are no longer limi

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one-quarter of the items assessed higher order thinking skills. The same point has been made by Milton (1982) who called upon educators to improve the quality of classroom tests to enhance the learning of content. Milton states that less faculty concern for tests than for other features of instruction, compounded by a lack of knowing how to assess different levels of learning with test questions that measure complex processes, appears to generate poor quality classroom tests. Milton (1982) further reports that existing research indicates that publisher-supplied items and many instructors' tests include mostly recall items requiring students to memorize details and to study little else. This, Milton states, results in a deficiency of analytical skills (the higher order processes of application and evaluation) and a decrease in content learning. Given the frequency with which teachers use self-developed tests to evaluate students, and given the paucity of requirements related to developing measurement competencies, some educators and measurement specialists question the adequacy of teachers' training in and knowledge of measurement principles. In an effort to assess teacher' knowledge and use of measurement principles, Boo
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Some common words found in the essay are:
Lay-Dopyera Beyerbach, Franklin Theall, Cognitive Competency, Rubel Quellmalz, Section Summary, Green Williams, Specifically Stiggins, University Indianapolis, McMorris Boothroyd, Kirby Oescher, cognitive competency, classroom tests, instructional goals, classroom assessment, standardized tests, thinking skills, critical thinking, cognitive development, test items, development cognitive, development cognitive competency, foster cognitive competency, levels cognitive competency, summary section review, section summary section,
Approximate Word count = 9525
Approximate Pages = 38 (250 words per page)

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