Toward Assessment of Cognitive and Conative Structures in Learning

Abstract

New conceptions of aptitude, learning, development, and achievement, both cognitive and conative, are identified and some new ideas about their assessment are reviewed. A rough table of these constructs is provided. It is argued that much construct validational research is needed to understand the new constructs and place them in a reasonable and useful network. Also needed is a recognition that different purposes for educational assessment require different levels and models of assessment. A plea for research on teacher understanding and use is included, because no improvements in school level assessment can be reached without it.