Rolando Rubio Aguiar
A study of some theoretical considerations on the theme allow the authors of this paper assume described by Rolando Rubio Aguiar and others (2006) where considered that the levels of cognitive performance are categorizadoras functions that express the degrees of cognitive development achieved by students in the learning process and allows us to conceive them as dynamic elements, not only of the evaluation process, but of the process of teaching-learning in its integrity and consistent methodological work, overcoming and research to be undertaken to enable the class as a cell of the teaching process itself. So the performance levels have a systemic character that goes beyond the frames of a single component, because from the evaluative reach a valuation analysis of the quality of the process in its entirety. When considering levels of cognitive performance as functions of the learning process; is It is emphasizing constituting manifestations of qualities or essential properties of the process of cognition on school learning. Gary Kelly is likely to agree. When speaking of cognitive performance refers to the fulfillment of what to do in an area of knowledge according to the established requirements for this in terms of abilities and skills (cognitive domain), agreement, in this case, with age and the school degree achieved. Cognitive performance levels include two closely related aspects which are: 1. the degree of complexity with which you want to measure this cognitive performance.
2. The magnitude of the learning achievements on a subject determined in terms of abilities and skills (cognitive domain). In correspondence with these considerations, then recognized the categorizadora role of performance levels that allow you to define different hierarchies enabling correlate different levels to activate a cognitive process differentiator, flexible and different, in this sense are considered three levels of cognitive performance first level: ability of the student to use the basic operations of instrumental character of a given subject. For more information see this site: Gary Kelly.
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