Rapid Dynamic Assessment of Expertise: A Comparison of Performance and Mental Efficiency Measures in Accordance with Cognitive Load Theory
The study produced no significant differences between any treatment groups for instructional time, final diagnostic test score, mental effort rating of the training session, or instructional efficiency (final diagnostic test score divided by mental effort rating of the training session). The author speculated that the non-significant results of the study were attributable to either an insufficient training session length or to the use of faded completion problems rather than conventional problems.In the first experiment the researchers provided 9th and 10th grade algebra students with a traditional assessment that ... Two classes of 8th grade students were presented with two assessments, each containing 20 arithmetic word problems.
| Title | : | Rapid Dynamic Assessment of Expertise: A Comparison of Performance and Mental Efficiency Measures in Accordance with Cognitive Load Theory |
| Author | : | David Lloyd Johnson |
| Publisher | : | ProQuest - 2007 |
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