01244naa a2200181 a 450000100080000000500110000800800410001910000200006024500810008026000090016152007200017065300270089065300170091765300270093465300140096165300230097577300640099816485312000-01-06       1999    bl ---       0--  u    #d1 aWILLIAMS, R. L.  aOperational definitions and assessment of higher-order cognitive constructs.  c1999  aThe educational psychology literature is replete with references to higherorder cognitive constructs, such as critical thinking and creativity. Presumably, these constructs represent the primary process and outcomes that educators should promote in students. For these constructs to be maximally useful, they must be transformed into specific operational definitions that lead to reliable and valid assessment strategies. Minimizing overlap in the definitions and assessment of different concepts would contribute to an orderly accumulation of knowledge about the constructs in question. The ideal would be for each construct to have a definition that is distinct from the definitions of other cognitive constructs.  aConstructos cognitivos  aCriatividade  aDefinnicao operacional  aMotivacao  aPensamento critico  tEducational Psychology Revieewgv.11, n.4, p.411-427, 1999.