A paper-and-pencil inventory for the assessment of Piaget's tasks

Abstract

Although science educators conversant with Piaget’s work have recognized the importance of adapting instruction and curricula to the cognitive level of their students, such attempts have been difficult because of a lack of appropriate cognitive assessment instruments. To meet such a need, a comprehensive, objective paper-and-pencil inventory was investigated using 542 subjects, 8 years through adulthood, in order to determine its usefulness for normal and retarded students. The results showed that the inventory was acceptably reliable and valid and had advantages over other Piaget tests. With some suggested improvements, it was concluded that the instrument had potential as an educational and theoretical research tool.