New conceptions of aptitude, learning, development, and achievement, both cognitive and conative, are identified and some new ideas about their assessment are reviewed. A rough table of these constructs is provided. It is argued that much construct validational research is needed to understand the new constructs and place them in a reasonable and useful network. Also needed is a recognition that different purposes for educational assessment require different levels and models of assessment. A plea for research on teacher understanding and use is included, because no improvements in school level assessment can be reached without it.
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