CHED 113 |
| The Exams Institute has begun to look at our assessment materials from the cognitive load theory (CLT) perspective. Cognitive load may be described as the amount of mental activity imposed upon the working memory at an instance in time. Findings from CLT research reveal that greater learning gains are associated with educational environments which optimize the use of students' limited working memory. As an indispensable component of learning environments, the design of assessment materials may also be examined from the context of CLT. This poster discusses the initial stages of cognitive load research at the Institute and includes use of two novel seven-point rating scales for the measurement of the relative degree of cognitive load of items. A correlation between cognitive load and difficulty of items has been established. Implications of this scheme of analysis for both test development and test analysis will be included in this poster. |
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General Posters
7:30 PM-9:30 PM, Sunday, March 25, 2007 Hyatt Regency Chicago -- Riverside Center, Poster
Sci-Mix
Division of Chemical Education |