Cognitive Development of Fourth Graders in a High-Stakes State.
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| Title: | Cognitive Development of Fourth Graders in a High-Stakes State. |
|---|---|
| Language: | English |
| Authors: | Aagaard, Lola, Boram, Robert |
| Peer Reviewed: | N |
| Page Count: | 16 |
| Publication Date: | 2003 |
| Document Type: | Reports - Research Speeches/Meeting Papers |
| Descriptors: | Cognitive Development, Elementary School Students, Formal Operations, Grade 4, High Stakes Tests, Intermediate Grades, Piagetian Theory, State Programs, Test Results, Testing Programs |
| Geographic Terms: | Kentucky |
| Abstract: | Jean Piaget's classic theory of cognitive development would imply that the higher-order items on the Kentucky state assessment would only be possible for students well into concrete operations or beginning formal operations. The implication would be that Kentucky fourth graders who are not fully concrete yet may be hitting a developmental ceiling on the state assessment. In the week following state testing in spring 2003, 87% (n=47) of the total fourth grade at one Kentucky elementary school was tested with the Piaget conservations tasks for number, liquid, mass, and area, and tasks involving group classification and class inclusion. Fewer than half the students passed all the conservation and classification tasks, and nearly 20% missed two to six tasks each. About 28% of the total were also in transition to formal thought. This fourth grade clearly had a wide range of cognitive developmental levels that may have an impact on the school's standing on the state assessment. (Contains 4 tables and 12 references.) (SLD) |
| Entry Date: | 2004 |
| Accession Number: | ED482286 |
| Database: | ERIC |
| FullText | Text: Availability: 0 CustomLinks: – Url: https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=ED482286 Name: ERIC Full Text Category: fullText Text: Full Text from ERIC |
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| Header | DbId: eric DbLabel: ERIC An: ED482286 AccessLevel: 3 PubType: Report PubTypeId: report PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Cognitive Development of Fourth Graders in a High-Stakes State. – Name: Language Label: Language Group: Lang Data: English – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Aagaard%2C+Lola%22">Aagaard, Lola</searchLink><br /><searchLink fieldCode="AR" term="%22Boram%2C+Robert%22">Boram, Robert</searchLink> – Name: PeerReviewed Label: Peer Reviewed Group: SrcInfo Data: N – Name: Pages Label: Page Count Group: Src Data: 16 – Name: DatePubCY Label: Publication Date Group: Date Data: 2003 – Name: TypeDocument Label: Document Type Group: TypDoc Data: Reports - Research<br />Speeches/Meeting Papers – Name: Subject Label: Descriptors Group: Su Data: <searchLink fieldCode="DE" term="%22Cognitive+Development%22">Cognitive Development</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+School+Students%22">Elementary School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Formal+Operations%22">Formal Operations</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+4%22">Grade 4</searchLink><br /><searchLink fieldCode="DE" term="%22High+Stakes+Tests%22">High Stakes Tests</searchLink><br /><searchLink fieldCode="DE" term="%22Intermediate+Grades%22">Intermediate Grades</searchLink><br /><searchLink fieldCode="DE" term="%22Piagetian+Theory%22">Piagetian Theory</searchLink><br /><searchLink fieldCode="DE" term="%22State+Programs%22">State Programs</searchLink><br /><searchLink fieldCode="DE" term="%22Test+Results%22">Test Results</searchLink><br /><searchLink fieldCode="DE" term="%22Testing+Programs%22">Testing Programs</searchLink> – Name: Subject Label: Geographic Terms Group: Su Data: <searchLink fieldCode="DE" term="%22Kentucky%22">Kentucky</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: Jean Piaget's classic theory of cognitive development would imply that the higher-order items on the Kentucky state assessment would only be possible for students well into concrete operations or beginning formal operations. The implication would be that Kentucky fourth graders who are not fully concrete yet may be hitting a developmental ceiling on the state assessment. In the week following state testing in spring 2003, 87% (n=47) of the total fourth grade at one Kentucky elementary school was tested with the Piaget conservations tasks for number, liquid, mass, and area, and tasks involving group classification and class inclusion. Fewer than half the students passed all the conservation and classification tasks, and nearly 20% missed two to six tasks each. About 28% of the total were also in transition to formal thought. This fourth grade clearly had a wide range of cognitive developmental levels that may have an impact on the school's standing on the state assessment. (Contains 4 tables and 12 references.) (SLD) – Name: DateEntry Label: Entry Date Group: Date Data: 2004 – Name: AN Label: Accession Number Group: ID Data: ED482286 |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=ED482286 |
| RecordInfo | BibRecord: BibEntity: Languages: – Text: English PhysicalDescription: Pagination: PageCount: 16 Subjects: – SubjectFull: Cognitive Development Type: general – SubjectFull: Elementary School Students Type: general – SubjectFull: Formal Operations Type: general – SubjectFull: Grade 4 Type: general – SubjectFull: High Stakes Tests Type: general – SubjectFull: Intermediate Grades Type: general – SubjectFull: Piagetian Theory Type: general – SubjectFull: State Programs Type: general – SubjectFull: Test Results Type: general – SubjectFull: Testing Programs Type: general – SubjectFull: Kentucky Type: general Titles: – TitleFull: Cognitive Development of Fourth Graders in a High-Stakes State. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Aagaard, Lola – PersonEntity: Name: NameFull: Boram, Robert IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 11 Type: published Y: 2003 |
| ResultId | 1 |
