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The need to develop policies and procedures that do a better job of evaluating educational progress, and especially the extent to which students are learning to perform tasks that require high-level cognitive abilities, is widely recognized. There is not a consensus, however, as to precisely what kinds of tests should be constructed or how they should be used. The contributors to this use of Educational Researcher address several aspects of the dual problem of assessing high-order cognitive functioning and doing so in such a way as to impact the educational system positively as a whole.
Raymond S. Nickerson (Fri,) studied this question.