Formative assessment is the process by which teachers provide information to students during the learning process to modify their understanding and self-regulation. An important process within this is shared assessment, which refers to student involvement in the assessment and learning practice, a process of dialogue and collaboration between…

The cognitive and affective domains of learning outcomes--i.e., intellectual skills, verbal information, cognitive strategies, and attitudes--are parts of every schema. Located within an individual schema, these capabilities are interrelated, and acquiring one capability is likely to have an effect on other types of capabilities within the same…

Examines some of the recent developments in cognitive theory and explores their implications for instructional design. Topics discussed include a shift from emphasis on behavioral theory to cognitive theory; task analysis; instructional objectives; learner characteristics; instructional strategies; metacognition; and the dynamic nature of…

Defining mathemagenics as adjunct aids that can be used in textual situations to enhance learning, this paper places a new perspective on mathemagenics research as well as on practical considerations derived from that research. Specifically, the paper addresses two questions: (1) Which explanatory concepts--degree of processing, selective…

Discusses limitations of current instructional design theory and suggests new approaches that should be emphasized. Constructivist theories of learning in cognitive psychology are described, research into student learning is reviewed, and the systems approach is discussed in conjunction with the use of objectives. (47 references) (LRW)

Assesses the complementary ability of childhood intelligence and learning-related behavior to explain variation in achievement outcomes. Results reveal substantial proportions of assigned grade variance explained primarily by learning behavior and achievement test score explained by intelligence. Implications for educational assessment and…

The same techniques of behavior modification that can be used by teachers to manage student behavior in the classroom can also be used by supervisors to alter the behavior of teachers. In both cases, it is necessary for the supervisors and teachers to focus primarily on the individual's behavior itself, rather than on what causes that behavior. To…

The question of whether performance measures may be more accurate than examination methods to assess an individual's abilities and knowledge is examined, based on a literature review. An information processing view that focuses on the internal activities of thinking and the relationship to external stimuli is considered. Information processing…

Examines the articulation of theoretical issues in learning that is taking place through studies of instruction that are grounded in descriptions of competence. Discusses programs for the acquisition of proceduralized knowledge, the development of self-regulatory strategies, and the structuring of knowledge for problem solving. (JS)

Discusses the use of artificial intelligence to improve occupational instruction in complex subjects with high performance goals, such as those required for high-technology jobs. Highlights include intelligent computer assisted instruction, examples in space technology training, intelligent simulation environments, and the need for adult training…

Teachers and teacher educators seem to be little aware of some major concepts about instruction that provide important insights into the central requirements for learning. A common misconception is that motivation has to do with wanting or desiring. It is instead attention to stimuli that is influenced by two powerful agents--(1) suspense,…

Affective communication behavior is central to the teaching-learning process. A review of literature reveals that the affective domain has been viewed primarily as a teacher property rather than as an interactive variable in the process of student learning. However, there is a need for research that explores how affective behavior is negotiated…

Canadian journals in psychology, education, and higher education were reviewed to assess the contribution of psychology to Canadian higher education. Over 100 articles were selected, plus books and monographs published between 1970 and 1980. The articles were grouped according to whether they dealt with cognition and learning; instruction; student…

This book is intended to provide managers, trainers, and others responsible for improving learning within their workplace with the tools, perspectives, and strategies to transform their workplace into a learning organization. Throughout the book, key principles underpinning recent thinking on positive workplace transformation are combined with…