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A Model for Instruction and Assessment of Cognitive Readiness

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Teaching and Measuring Cognitive Readiness

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Abstract

The chapter reviews the augmented theory of successful intelligence, according to which individuals are successfully intelligent to the extent that they can set and accomplish meaningful life goals. They do this through a combination of creative, analytical, practical, and wisdom-based skills. In this chapter, I summarize the theory and some data supporting it, discussing how the theory is relevant to the concept of cognitive readiness. In particular, I discuss applications of the theory to instruction and assessment.

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Acknowledgments

The work reported herein was partially supported by a grant from the Office of Naval Research, Award Number N000140810126. The findings and opinions expressed here do not necessarily reflect the positions or policies of the Office of Naval Research.

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Authors and Affiliations

  1. Office of Academic Affairs, Oklahoma State University, Whitehurst 101, Stillwater, OK, 74078, USA

    Robert J. Sternberg

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  1. Robert J. Sternberg
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Correspondence to Robert J. Sternberg .

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Editors and Affiliations

  1. , National Center for Research on Evaluati, University of Southern California, Longbow Drive 15366, Los Angeles, 91403, California, USA

    Harold F. O'Neil

  2. Office of Naval Research, Inglewood Ct. 2431, Arlington, 22043, Virgin Islands, USA

    Ray S. Perez

  3. National Center for Research on Evaluati, Standards, and Student Testing, CRESST/UCLA, Charles E. Young Drive North 301, Los Angeles, 90095-1521, California, USA

    Eva L. Baker

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Sternberg, R.J. (2014). A Model for Instruction and Assessment of Cognitive Readiness. In: O'Neil, H., Perez, R., Baker, E. (eds) Teaching and Measuring Cognitive Readiness. Springer, Boston, MA. https://doi.org/10.1007/978-1-4614-7579-8_4

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