The development and validation of a classroom test of formal reasoning

Abstract

The increase in awareness of a need to adapt curricula to the developmental levels of learners has motivated a search for reliable and valid measures of those levels. Individually administered Ragetian tasks, although found to be valid indicators of developmental level (e.g., Bart, 1971; DeVries, 1974; Goldschmid, 1967; Goldschmid & Bentler, 1968; Lawson & Blake, 1976; Lawson, Blake, & Nordland, 1974; Lawson, Nordland, & Kahle, 1975; Lawson & Renner, 1975; Lovell & Shields, 1967), require an experienced interviewer, special materials and equipment, and are too time-consuming for practical classroom use. Therefore, this investigation sought to develop a reliable and valid classroom test of developmental levels-specifically, formal-level reasoning.