A Study of the Concurrent Validity of a Group Reasoning Test Built from Piaget's Tasks.

Autor/inn/en	Stefanich, Greg; und weitere
Titel	A Study of the Concurrent Validity of a Group Reasoning Test Built from Piaget's Tasks.
Quelle	(1985), (15 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Cognitive Development; Cognitive Measurement; Cognitive Tests; Developmental Stages; Elementary School Science; Grade 4; Group Testing; Intermediate Grades; Science Education; Test Validity + Suchen Sie Ihr Suchwort? Kognitive Entwicklung; Kognitiver Fähigkeitstest; School year 04; 4. Schuljahr; Schuljahr 04; Gruppentest; Mittelstufe; Naturwissenschaftliche Bildung; Testvalidität
Abstract	Researchers have attempted to develop paper and pencil Piagetian tests that yield results equivalent to manipulative Piagetian tasks and that can be administered in significantly less time. This study is an attempt to partially replicate and extend the findings of research by Paul Ankeny and Lyle Joyce who found significant positive correlations between a paper and pencil Piagetian test and manipulation Piagetian tasks. It was hypothesized that the scores obtained by 50 fourth-grade students on Ankeny and Joyce's Piagetian Reasoning Test would be positively correlated with the number of manipulative tasks mastered by the students. The Reasoning Test is group administered; it consists of 30 objective questions and assesses operations such as: conservation (of weight, length, area and volume), one-to-one correspondence, class inclusion, transitivity, Euclidean space, spatiality, and velocity. Students were given the Reasoning Test (and classified as concrete operational if they demonstrated mastery on eight or more operations) and were interviewed using Piagetian tasks which paralleled the 10 operations on the Reasoning Test. Results show that a significantly larger portion of students demonstrated concrete operational thought process on task interviews as compared to printed (and oral) questions reflecting the same operations. Implications for decisions concerning the selection of instructional materials and methods are also addressed. (JN)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC