Coding and Planning Processes

Das, J. P.; Jarman, Ronald F.

doi:10.1007/978-1-4684-1083-9_29

“…Perhaps the most serious was the changing disposition of tests in factor analytic studies across subject groups, especially when researchers varied the composition of the test battery (cf. Ashman, 1984;Das & Heemsbergen, 1983;Das & Jarman, 1981;Kirby & Das, 1978;Krywaniuk & Das, 1976;Snart, O'Grady & Das, 1982). A second concern was the lack of clarity of the relationship between information processing competencies and academic skill, again, when various tests of academic achievement were used across studies (cf.…”

Section: Initiatives From the Cognitive Processing Domainmentioning

confidence: 93%

Examining the Links Between Psychoeducational Assessment, Instruction and Remediation

Ashman

¹

,

Conway

²

1993

International Journal of Disability, Development and Education

2

0

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The assessment of students' capabilities and learning outcomes has long been considered an important factor in instructional design and program planning and refinement. The information provided by clinicians, however, has not always been presented to classroom teachers in a form that will allow them to amend their classroom practices to the students' advantage. This paper reviews the recent history of psychoeducational testing and examines several attempts to link assessment with instruction within the information processing domain. The authors present a case for the inclusion of testing procedures that inform teachers of students' information processing capabilities and they argue that clinicians and educators must work together to translate these data into effective remediation and instruction practices.Psychological and skill-based assessment has been, and is likely to remain, an ever-present and concerning aspect of regular and special education. School psychologists and counsellors will continue to collect information about students to place them in appropriate educational settings and teachers will evaluate students' progress so that they can judge whether instruction has been successful.Obtaining information about students is an important first step toward understanding their educational needs but it should also lead to decisions about how best to maximize their learning outcomes and provide relevant instruction or remediation. A perusal of the literature on assessment and observations of testing events that occur in schools, however, will show that the overwhelming preoccupation of counsellors, psychologists and many teachers is screening and classification; in other words, with decisions about the status of the individual (Haywood, Brown & Wingenfeld, 1990). One could be forgiven for thinking that there is only limited interest in taking the second step that links assessment with instructional design and program planning. Indeed, Ysseldyke, Algozzine and Thurlow (1991) commented "a Downloaded by [University of Cambridge] at 02:34 14 June 2016 24Ashman and Conway major issue in assessment is the link between assessment information and instruction ... Unfortunately, much that goes on in the assessment of students with disabilities has very limited relevance to intervention" (p. 199).Why is this so and how can the information derived from formal psychological and psychoeducational assessment assist teachers and program developers to construct and deliver effective remediation and instruction?In this paper, we provide some thoughts on this question. We begin by tracing some of the antecedents of contemporary psychoeducational testing practices, review current testing methods, and comment upon their effectiveness. We argue that the nexus between assessment and classroom practice can be achieved if one focus of assessment and instruction is the students' information processing capabilities. Finally, we describe a general classroom-based assessment model that can facilitate the linking of formal and informal as...

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“…Das and Jarman (1979) note that simultaneous and successive processes are used at the individual's option depending upon how he or she perceives the task. The WPPSI subtest begins with visual stimuli such as pictures and blocks accompanied by questions dealing with quantitative concepts (i.e., longest, biggest, most).…”

mentioning

confidence: 99%

Cultural characteristics of learning and perceptual skills of Southeast Alaskan native 5-year-olds

Turkon¹

2000

0

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Turkon, Thomas J., "Cultural characteristics of learning and perceptual skills of Southeast Alaskan native 5-year-olds" (1985). Haida ancestry. A standardized parent interview was used to tJllect bio-demographic data.Mean scores for the sample displayed significant differences between the Performance and Verbal scales, with the strongest performance in the Spatial subtests, and lowest in the Sequential subtests. Scores were significantly associated with variables representing culture-specific self identity and behavior, but were most strongly associated with family size. Factor Analysis suggested a distinct three factor structure consisting of (1) a Performance-Spatial, Physical recall loaded only on the Memory factor for all age groups. Semantic recall, however, loaded primarily on the Memory factor for 6-year-olds, the Successive factor for 11-year-olds, and on the Simultaneous factor for 17-year-olds. Clearly, children were found to be employing different cognitive strategies at different ages on the Semantic tasks. The findings of factor dominance were not exclusive of the other factors which had secondary loadings. Das and Jarman (1979) point out that such factors represent optional processes or strategies for dealing with information and orienting to problems, and that they are used in concert and in different ways by individuals and groups.

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“…Such a mixture would be expected to have a measurable impact upon the development of selective attention and cognitive-perceptual (or associative) skills. Luria (1970) has proposed a functional view of cognitive processes, describing them as systems of functions, comparable to Piagetian concepts of operations (Das & Jarman, 1979). The functional systems proposed by Luria are Arousal, Coding, and Planning.…”

Section: List Of Tablesmentioning

confidence: 99%

“…These were described by Das and Jarman (1979) as Simultaneous (spatial-holistic) processing, and Succesive (linear-sequential) processing. Snart (1978) factor analyzed scores on the target tests of Simultaneous and Successive processes along with scores on deep and shallow levels of processing recall tasks (Craik & Tulving, 1975) for children in the age groups of 6, 11, and 17 years.…”

Section: List Of Tablesmentioning

confidence: 99%

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Cultural characteristics of learning and perceptual skills of Southeast Alaskan native 5-year-olds

Turkon¹

0

View full text Add to dashboard Cite

Turkon, Thomas J., "Cultural characteristics of learning and perceptual skills of Southeast Alaskan native 5-year-olds" (1985). Haida ancestry. A standardized parent interview was used to tJllect bio-demographic data.Mean scores for the sample displayed significant differences between the Performance and Verbal scales, with the strongest performance in the Spatial subtests, and lowest in the Sequential subtests. Scores were significantly associated with variables representing culture-specific self identity and behavior, but were most strongly associated with family size. Factor Analysis suggested a distinct three factor structure consisting of (1) a Performance-Spatial, Physical recall loaded only on the Memory factor for all age groups. Semantic recall, however, loaded primarily on the Memory factor for 6-year-olds, the Successive factor for 11-year-olds, and on the Simultaneous factor for 17-year-olds. Clearly, children were found to be employing different cognitive strategies at different ages on the Semantic tasks. The findings of factor dominance were not exclusive of the other factors which had secondary loadings. Das and Jarman (1979) point out that such factors represent optional processes or strategies for dealing with information and orienting to problems, and that they are used in concert and in different ways by individuals and groups.

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Coding and Planning Processes

Cited by 13 publications

References 17 publications

Examining the Links Between Psychoeducational Assessment, Instruction and Remediation

Examining the Links Between Psychoeducational Assessment, Instruction and Remediation

Cultural characteristics of learning and perceptual skills of Southeast Alaskan native 5-year-olds

Cultural characteristics of learning and perceptual skills of Southeast Alaskan native 5-year-olds

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