Assessment of the Learning Process

Abstract

In an effort to help reconceptualize current approaches to assessing children with learning problems, this article proposes the use of techniques derived from recent work in cognitive psychology. Proposed as a modification of current assessment practice, Process Assessment is a model which emphasizes intervention, the environment, and the learning process. It is argued that assessment techniques derived from a cognitive perspective can be used to assess interpersonal behavior as well as academic behavior, and that these techniques can be used to develop intervention plans. The analysis of think-aloud protocols to evaluate the strategies used in reading comprehension is described as an example that is consistent with the process assessment model and has specific implications for intervention designed to improve reading comprehension. A case example is used to illustrate this approach.