The criterion problem in the evaluation of instruction: assessing possible, not just intended outcomes1
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The authors discusses cognitive styles and affective reactions as two major classes of criterion variables that should be taken into account in the evaluation of instruction, and emphasize the relevance of these variables to questions about the diversity of human performance and the role of values in educational research.Abstract:
This paper discusses cognitive styles and affective reactions as two major classes of criterion variables that should be taken into account in the evaluation of instruction. These variables are emphasized because of their bearing upon questions that stem from particular views about the diversity of human performance and the role of values in educational research.read more
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