Diagnostic Monitoring of Skill and Knowledge Acquisition
Psychology Press, 1990 - Education - 510 pages
An adjunct to the increased emphasis on developing students' critical thinking and higher order skills is the need for methods to monitor and evaluate these abilities. These papers provide insight into current techniques and examine possibilities for the future. The contributors to Diagnostic Monitoring of Skill and Knowledge Acquisition focus on two beliefs: that new kinds of tests and assessment methods are needed; and that instruction and learning can be improved by developing new assessment methods based on work in cognitive science.
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ability acquisition addition algorithm answer applied approach artificial intelligence assessment behavior Brown Campione circuit classical test theory cognitive diagnosis cognitive processes cognitive psychology column-a complex components concepts conceptual graph construct context correct correlations declarative knowledge diagnostic problem diagnostic reasoning diagnostic testing discourse disorders domain dynamic assessment errors evaluation example expert factor Frederiksen function goal heuristic Hillsdale hypothesis identify inference instruction intelligent tutoring systems involved knowledge latent trait models learning and transfer LISP tutor measures memory mental model metacognitive methods Newell nodes Ohlsson operator overt strategy parsimonious covering theory performance photosynthesis predict present principles problem space problem-solving procedural knowledge procedures production rules production system proposition protocol psychology psychometric reasoning Reggia relations represent representation response result scores semantic skills solution path solving spatial specific strategy choice structure studies subtraction task Tatsuoka teaching tion troubleshooting