The LAAS: A Computerized Scoring System for Small- and Large-Scale Developmental Assessments

Dawson, Theo L.; Wilson, Mark

doi:10.1080/10627197.2004.9652963

Cited by 21 publications

(18 citation statements)

References 27 publications

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“…On Commons' scale, the dominant Stage 17 is systematic-with-some-formal, which fits well with the leader of a system called a nation who expresses ideas logically. Dawson and Wilson (2004) reported the minimum reliability of the computerized scoring system as equivalent to a = .80. Differences between scores of more than 1/3 of a complexity order are statistically meaningful (T. L. Dawson, personal communication, August 5, 2003).…”

Section: Moral Reasoning Stagementioning

confidence: 99%

“…Expert scorer Dawson, supported by a computerized system for scoring hierarchical complexity (Dawson and Wilson, 2004), was able to score 41 out of the 42 vision statements (Kennedy's Vision 5 was not scored because it did not present a rationale for its asserted solution) and reported the scores shown in Fig. 1.…”

Section: Moral Reasoning Stagementioning

confidence: 99%

“…For this study, T. L. Dawson served as expert scorer for HCSS using a computerized system (Dawson and Wilson, 2004).…”

Section: Common Reasoning Stagementioning

confidence: 99%

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Impact of Terrorism, Insurgency, and Other Human-caused Catastrophes on Pivotal National Leaders’ Vision Statements

Oliver

2007

J Adult Dev

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Vision statements articulated by seven pivotal national leaders before and after a catastrophe were examined for changes in moral reasoning stage, moral reasoning orientation, explanatory style, and rumination. Established two-stage structured content analysis methods were used and a perspective of shared leadership. Five leaders showed no significant change in moral reasoning stage but two showed a statistically significant reduction following overt attack on their homeland. After a catastrophe, six showed significant change in moral reasoning orientation, four showed less positive or negative explanatory style, and all seven showed high rumination. From an organizational systems perspective, an impact of human-caused catastrophe was adjustment of these four variables in pivotal national leaders' vision statements as if they are systems levers.

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Section: Moral Reasoning Stagementioning

confidence: 99%

Section: Moral Reasoning Stagementioning

confidence: 99%

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Impact of Terrorism, Insurgency, and Other Human-caused Catastrophes on Pivotal National Leaders’ Vision Statements

Oliver

2007

J Adult Dev

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“…Fizemos análise qualitativa por sistemas categóricos baseados na Taxonomia SOLO (BIGGS;COLLIS, 1982), nas ferramentas de Lógica de Argumentação -Lectical Assessment System -LAS (DAWSON, 2004), na classificação por conteúdos (RAPPOLT-SCHLICHTMANN et all, 2007), na Teoria de Habilidades Dinâmicas (FISCHER, 2006) e na perspectiva docente de avaliação (AMANTES, 2009). A análise qualitativa também se fez presente para avaliar as situações de ensino, realizada a partir da construção de mapas de episódios.…”

Section: Aspectos Gerais Da Pesquisaunclassified

<b>Identificando fatores que influenciam a aprendizagem a partir da análise do contexto de ensino</b><br>DOI:10.5007/2175-7941.2011v28n2p273

Amantes¹,

Borges²

2011

Cad. bras. Ens. Fís.

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“…In addition, a different set of methods have produced independent evidence of the same scale of seven levels in Table 8.1. Theo Dawson (Dawson & Wilson, 2004;Dawson-Tunik et al, 2005) pioneered this research, using Rasch analysis to scale item difficulty in extensive data sets based on interviews, standardized tests, essays, and other written materials. Rasch scaling detected exactly the same seven-level scale in these data sets, demonstrating clustering of items by complexity level and gaps along the complexity scale between the clusters.…”

Section: Cycles Of Cognitive Developmentmentioning

confidence: 99%

Dynamic cycles of cognitive and brain development: Measuring growth in mind, brain, and education

Battro

Fischer

Léna³

The Educated Brain

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OverviewSince the seminal work of Jean Piaget on the relation between knowledge and general biology, researchers have started to understand the basic neurocognitive processes in the unfolding of human development. In particular, recent dynamic growth models illuminate the complex, interrelated changes that take place during brain growth, cognitive development, and learning. Neurocognitive development should be conceived not as a ladder of successive stages but as a complex network of interactions and attractors, convergent and divergent paths, nested cycles, stabilities and instabilities, progressions and regressions, clusters of discontinuities and stable levels of performance. Cycles of cortical development and cycles of cognitive performance seem to be related. In particular the relationship becomes most visible with optimal functioning of the cognitive system, such as when a good teacher or textbook supports a student's performance.

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The LAAS: A Computerized Scoring System for Small- and Large-Scale Developmental Assessments

Cited by 21 publications

References 27 publications

Impact of Terrorism, Insurgency, and Other Human-caused Catastrophes on Pivotal National Leaders’ Vision Statements

Impact of Terrorism, Insurgency, and Other Human-caused Catastrophes on Pivotal National Leaders’ Vision Statements

<b>Identificando fatores que influenciam a aprendizagem a partir da análise do contexto de ensino</b><br>DOI:10.5007/2175-7941.2011v28n2p273

Dynamic cycles of cognitive and brain development: Measuring growth in mind, brain, and education

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