Diagnostic Monitoring of Skill and Knowledge Acquisition

by Frederiksen; Norman

• ISBN13: 9780898599923
• ISBN10: 089859992X
• Format: Hardcover
• Copyright: 1990-02-01
• Publisher: Lawrence Erlbau

Table of Contents

Introduction	p. ix
Acknowledgments	p. xv
References	p. xvi
Intelligent Tutors as Intelligent Testers	p. 1
Acknowledgements	p. 24
References	p. 24
Analysis of Student Performance with the Lisp Tutor	p. 27
References	p. 50
The Role of Cognitive Simulation Models in the Development of Advanced Training and Testing Systems	p. 51
Acknowledgements	p. 73
References	p. 73
Reformulating Testing to Measure Learning and Thinking Comments on Chapters 1, 2, and 3	p. 75
References	p. 86
Acknowledgements	p. 86
Evidence from Internal Medicine Teaching Rounds of the Multiple Roles of Diagnosis in the Transmission and Testing of Medical Dyertise	p. 89
Acknowledgements	p. 110
Appendix: Excerpt from Teaching-Rounds Cases	p. 110
Appendix: Excerpt from Teaching-Rounds Cases	p. 111
Diagnosing Individual Differences in Strategy Choice Procedures	p. 113
References	p. 138
Acknowledgements	p. 138
Guided Learning and Transfer: Implications for Approaches to Assessment	p. 141
References	p. 170
Acknowledgements	p. 170
The Assisted Learning of Stategic Skills: Comments on Chapters 5, 6, and 7	p. 173
References	p. 188
Parsimonious Covering Theory in Cognitive Diagnosis and Adaptive Instruction	p. 191
Acknowledgements	p. 214
References	p. 214
Rules and Principles in Cognitive Diagnosis	p. 217
Acknowledgements	p. 249
References	p. 249
Trace Analysis and Spatial Reasoning: an Example of Intensive Cognitive Diagnosis and Its Implications for Testing	p. 251
Simulation Program for S16	p. 292
Acknowledgements	p. 292
References	p. 294
Assessment Procedures for Predicting and Optimizing Skiff Acquisition After Extensive Practice	p. 297
References	p. 321
Acknowledgements	p. 321
Applying Cognitive Task Analysis and Research Methods to Assessment	p. 325
Acknowledgements	p. 350
References	p. 350
Monitoring Cognitive Processing in Semantically Complex Domains	p. 351
References	p. 389
Diagnostic Approaches to Learning: Measuiring What, How, and How Much Comments on Chapters 12, 13, and 14	p. 393
References	p. 405
Diagnostic Testing by Measuring Learning Processes: Psychometric Considerations for Dynamic Testing	p. 407
References	p. 431
Generating Good Items for Diagnostic Tests	p. 433
Acknowledgements	p. 451
References	p. 451
Toward an Integration of Item-Response Theory and Cognitive Error Diagnosis	p. 453
Acknowledgements	p. 484
References	p. 484
Diagnostic Testing Comments on Chapters 16, 17, and 18	p. 489
References	p. 497
Author Index	p. 499
Subject Index	p. 507
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