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The Das–Naglieri cognitive assessment system (CAS) test is an individually administered test of cognitive functioning for children and adolescents ranging from 5 through 17 years of age that was designed to assess the planning, attention, simultaneous and successive cognitive processes as described in the PASS theory of intelligence.
Howell et al. (2006) found that, though scores on two widely used procrastination scales [9] [45] were not significantly associated with the grade received for an assignment, self-report measures of procrastination on the assessment itself were negatively associated with grade. [46]
The PASS theory provides the theoretical framework for a measurement instrument called the Das-Naglieri Cognitive Assessment System (CAS), published in 1997. [6] This test, now in a Second Edition (CAS2; 2014, Naglieri, Das & Gold-stein) is designed to provide an assessment of intellectual functioning redefined as four brain-based cognitive processes (Planning, Attention, Simultaneous and ...
Citing a disproportionate number of students scoring in the 99th percentile — the far right tail of the distribution curve — the NYC DOE replaced the Bracken (BSRA) with the Naglieri Nonverbal Ability Test (NNAT), and changed the weighting, lowering the OLSAT from two-thirds to one-third and giving the NNAT two-thirds.
Form T of the Jenkins activity survey is a subform of the original Jenkins activity survey that utilizes the same methods and procedures as the Jenkins activity survey Form B, the adult version, but with questions altered to relate to student life as opposed to questions relating to occupational work (Bishop, 1989). [3]
Teaching students to avoid last-minute cramming is a large area of concern for education professionals and profit for educational corporations and businesses. Learning and teaching study techniques that enhance retention as opposed to learning for a single examination is one of the core issues that plagues colleges and university academic ...
This allows for a person's performance to be compared to a suitable control group, and thus provide a fair assessment of their current cognitive function. According to Larry J. Seidman, the analysis of the wide range of neuropsychological tests can be broken down into four categories.
The California Assessment of Student Performance and Progress (CAASPP), known until February 2014 as the Measurement of Academic Performance and Progress (MAPP), measures the performance of students undergoing primary and secondary education in California. In October 2013, it replaced the Standardized Testing and Reporting (STAR) Program.