[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-589055-105":59,"doc-detail-589055-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","procedures-for-assessing-cognitive-skills-of-prospective-language-teachers","PROCEDURES FOR ASSESSING COGNITIVE SKILLS OF PROSPECTIVE LANGUAGE TEACHERS","","Procedures for assessing cognitive skills of prospective language teachers are developed and tested within a university course context of Language Teaching Methodology. The study uses Anderson’s theory of cognitive skills development and Glaser’s taxonomy to design an instrument with two empirical questionnaires covering knowledge acquisition and procedure-related dimensions. Thirty-four third-year foreign languages students participate in a three-stage, ten-week research-oriented teaching program. After final testing, qualitative and quantitative analyses show improved learning outcomes.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/procedures-for-assessing-cognitive-skills-of-prospective-language-teachers/589055/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/procedures-for-assessing-cognitive-skills-of-prospective-language-teachers/589055.png","ImageObject",300,407,{"name":92,"@type":93},"Nguyễn Văn Học","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-25","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":81},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What was the research purpose in assessing cognitive skills?","Question",{"text":112,"@type":113},"To determine how procedures for measuring students’ cognitive skills could be incorporated into the university course Language Teaching Methodology.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How was the assessment instrument designed in the study?",{"text":117,"@type":113},"An instrument was developed that included two empirical questionnaires with an equal number of tasks, differing in the procedures used to measure knowledge acquisition and structure.",{"name":119,"@type":110,"acceptedAnswer":120},"What were the key findings after final testing?",{"text":121,"@type":113},"The results showed a small but significant group mean difference (EG vs. CG) of 0.12 points with 95% confidence interval (0.07–0.17) and p \u003C 0.0001, indicating that cognitive skills assessment improves student learning.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},589055,1792209507,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":81,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":52,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144,"preview_page_count":4},1374402739827,"https://ap-avatar.wpscdn.com/avatar/14000c97e7351f1a627?x-image-process=image/resize,m_fixed,w_180,h_180&k=1787885694763230660","DOI: 10.20535/2410-8286 .231421  \nPROCEDURES FOR ASSESSING COGNITIVE SKILLS  \nOF PROSPECTIVE LANGUAGE TEACHERS  \nIryna Sverdlova  \nV.N. Karazin Kharkiv National University, Kharkiv, Ukraine  \n[iryna.sverdlova@karazin.ua](iryna.sverdlova@karazin.ua)  \nThe purpose of the research was to find out how the procedures for measuring students’ cognitive skills could be incorporated into the university course Language Teaching Methodology. The study was organised within a framework of Anderson’s theory of cognitive skills development and Glaser’s taxonomy of dimensions for assessing achievement. We developed the instrument, which encompassed two empirical questionnaires for treatment groups. Both questionnaires comprised an equal number of tasks but differed in the content of procedures for measuring knowledge acquisition and structure as one of the dimensions of cognitive assessment. Empirical Questionnaire 1, based on a traditional approach to assessment, included multiple-choice questions related to the lecture material. Empirical Questionnaire 2 comprised both traditional and unconventional measures, such as a SVT test; constructed and conversation-based responses; simple and high order rule tasks. Thirty-four third-year students of the Department of Foreign Languages, V.N. Karazin Kharkiv National University participated in three-stage research-oriented teaching, which lasted ten weeks. Both qualitative and quantitative data analysis methods were employed for the evaluation of learning outcomes. After final testing, we compared the results obtained from the students. The group mean difference (EG vs. CG) was 0.12 points, 95% confidence interval (0.07-0.17), two-sample t-test p \u003C 0.0001. Findings suggest that cognitive skills assessment considerably affects and improves student learning. The implications relate to final grades assessment and curriculum design and contribute to expanded uses for cognitive skills testing.  \nKeywords: cognitive skills development; taxonomy of dimensions; assessment; measure procedures; prospective language teachers.  \nIntroduction  \nAssessment is a critical component of the courses where there is a strong relationship between theory and practice, Language Teaching Methodology in particular. Schools are placing greater demands on institutions of higher pedagogical education, and knowledge about students’ learning outcomes is becoming of crucial importance. The ability to provide sensible measures of professional skills is under increased scrutiny. However, there is a lack of information on assessing cognitive skills, which are important for career advancement. Hence, the pivot question is what procedures can be used to assess progress in the course designed to enhance both the professional and cognitive skills of prospective language teachers.  \nIn recent years, research has consistently shown that effective formative assessment techniques can and do improve student achievement and learning (Jönsson, 2020; Voinea, 2018; Tigelaar & Sins, 2020; Wang, Sun & Jiang, 2018) .  \nAccording to O’Keeffe et al., (2020); and Cole (2010), formative assessment is used to conduct inprocess evaluations; its goal is to provide initial feedback to the students and educators. Instructors need sensible measures in order to 1) design courses that promote the development of a sound on-the-job educational environment; 2) assess the need for filling gaps in students’ knowledge within the teaching period; 3) select the best methods for enabling students to go beyond knowledge-level cognitive operations to achieve best academic performance. Students need а regular evaluation of knowledge because it 1) helps to realise graduate attributes; 2) provides with a solid guide for studies; 3) assists in preparation for the course assessment.  \nAssessment of students’ learning outcomes from a cognitive perspective has been a hot topic of research in education since 1985, when the Buros-Nebraska Symposium first addressed the issue of the ","cbCaivuWQPWfBP9P","https://ap.wps.com/l/cbCaivuWQPWfBP9P","pdf",627425,"English","# Introduction\n## Cognitive assessment in language teaching methodology\n## Formative assessment and learning outcomes\n## Cognitive perspective and theoretical foundations","[{\"question\":\"What was the research purpose in assessing cognitive skills?\",\"answer\":\"To determine how procedures for measuring students’ cognitive skills could be incorporated into the university course Language Teaching Methodology.\"},{\"question\":\"How was the assessment instrument designed in the study?\",\"answer\":\"An instrument was developed that included two empirical questionnaires with an equal number of tasks, differing in the procedures used to measure knowledge acquisition and structure.\"},{\"question\":\"What were the key findings after final testing?\",\"answer\":\"The results showed a small but significant group mean difference (EG vs. CG) of 0.12 points with 95% confidence interval (0.07–0.17) and p \\u003c 0.0001, indicating that cognitive skills assessment improves student learning.\"}]","PROCEDURES FOR ASSESSING COGNITIVE SKILLS OF PROSPECTIVE LANGUAGE TEACHERS | PDF",1792066466,25]