Abstract
The author reviews issues and studies related to the nature of quantitative versus qualitative assessment of cognitive skills. It is noted that quantitative assessment has been based on the nomothetic theory of test construction. Currently, we are witnessing the emergence of a variety of modified approaches toward assessing cognitive skills; some focus more on process than product, while others emphasize detailed behavioral observations. For such approaches, the generic term "qualitative assessment" is suggested to sharpen the distinction between the new approaches and the traditional assessment techniques based on norm-referenced tests. The paper briefly reviews relevant studies published both in the United States and in the Soviet Union.
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1. Assessment and Evaluation of Exceptional Children in the Soviet Union;International Review of Research in Mental Retardation;1991
2. School psychology in the U.S.S.R.;Journal of School Psychology;1987-09
3. Action Psychology;Journal of Learning Disabilities;1986-05