A considerable amount of research has been undertaken to provide insights into the valid assessment of team performance. However, in many settings, manual and therefore labor-intensive assessment instruments for team performance have limitations. Therefore, automated assessment instruments enable more flexible and detailed insights into the…

The effectiveness of serious games is often measured with verbal assessment. As an alternative we propose Pathfinder structural assessment (defined as measuring the learners' knowledge organization and compare this with a referent structure) which comprises three steps: knowledge elicitation, knowledge representation and knowledge evaluation. We…

In this paper, we consider theories about processes of visual perception and perception-based knowledge representation (VPR) in order to explain difficulties encountered in figural processing in junior high school geometry tasks. In order to analyze such difficulties, we take advantage of the following perspectives of VPR: (1) Perceptual…

People use external knowledge representations (KRs) to identify, depict, transform, store, share, and archive information. Learning how to work with KRs is central to be-coming proficient in virtually every discipline. As such, KRs play central roles in curriculum, instruction, and assessment. We describe five key roles of KRs in assessment: (1)…

A student conceptual model can be defined as a set of interconnected concepts associated with an estimation value that indicates how well these concepts are used by the students. It can model just one student or a group of students, and can be represented as a concept map, conceptual diagram or one of several other knowledge representation…

Numerous studies have affirmed the value of asynchronous online communication as a learning resource. Several investigations, however, have indicated that discussions in asynchronous environments are often neither interactive nor coherent. The research reported sought to develop an enhanced understanding of interactional coherence, argumentation,…

The field of instructional design has traditionally treated concepts as discrete learning outcomes. Theoretically, learning concepts requires correctly isolating and applying attributes of specific objects into their correct categories. Similarity views of concept learning are unable to account for all of the rules governing concept formation,…

This article addresses the application of the assessment triangle developed by the National Research Council (Pellegrino, Chudowsky, & Glaser, 2001), most specifically the cognition vertex of that triangle, to the unique learning characteristics of students with significant cognitive disabilities in developing and demonstrating academic…

While different approaches to evaluation will yield different results, depending on the purpose of the evaluation this article describes an evaluation approach that was aimed at investigation of the mental models of users of the programme. The study was driven by questions about the differences in mental models of the instructional designers and…

In resource-based learning scenarios, students are often overwhelmed by the complexity of task-relevant knowledge and information. Techniques for the external interactive representation of individual knowledge in graphical format may help them to cope with complex problem situations. Advanced computer-based concept-mapping tools have the potential…

Readers construct at least 2 interrelated mental representations when they comprehend a text: a textbase and a situation model. Two experiments were conducted with recognition memory to examine how domain knowledge and text coherence influence readers' textbase and situation-model representations. In Experiment 1, participants made remember-know…