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The term assessment is generally used to refer to all activities teachers use to help students learn and to gauge student progress. [8] Assessment can be divided for the sake of convenience using the following categorizations: Placement, formative, summative and diagnostic assessment; Objective and subjective
Bloom's taxonomy has become a widely adopted tool in education, influencing instructional design, assessment strategies, and learning outcomes across various disciplines. Despite its broad application, the taxonomy has also faced criticism, particularly regarding the hierarchical structure of cognitive skills and its implications for teaching ...
The Cognitive Abilities Test Fourth Edition (CAT4) is an alternative set of cognitive tests used by many schools in the UK, Ireland, and internationally. [7] The tests were created by GL Education [8] to assess cognitive abilities and predict the future performance of a student. It consists of eight subtests: figure classification; figure ...
The Kaufman Assessment Battery for Children (KABC) is a clinical instrument (psychological diagnostic test) for assessing cognitive development. Its construction incorporates several recent developments in both psychological theory and statistical methodology.
Cognitive bias (see also Emotion in animals § Cognitive bias test) Cognitive pretesting: Cognitive pretests are used to evaluate the "comprehensibility of questions", usually given on a survey. This gives the surveyors a better understanding of how their questions are being perceived, and the "quality of the data" that is gained from the survey.
Although the terms BICS and CALP are still widely used, Cummins has more recently used the terms conversational language and academic language. [5] Instructors in bilingual educational environments, Cummins tells us, should be mindful that a student's apparent ability to interact at a high cognitive level on the 'street' does not necessarily ...
Formative vs summative assessments. Formative assessment, formative evaluation, formative feedback, or assessment for learning, [1] including diagnostic testing, is a range of formal and informal assessment procedures conducted by teachers during the learning process in order to modify teaching and learning activities to improve student attainment.
Instructional scaffolding is the support given to a student by an instructor throughout the learning process. This support is specifically tailored to each student; this instructional approach allows students to experience student-centered learning, which tends to facilitate more efficient learning than teacher-centered learning.