"Student assessment is a critical aspect of the teaching and learning process,"
Assessment
Research
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Assessment that Matters: Trending Toward Practices that Document Authentic Student Learning (Jankowski et al., 2018)
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Using Low-Stakes Quizzes To Encourage Mastery (University of Central Florida, 2018)
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Formative Evaluation and Formative Feedback: An Effective Practice to Promote Student Learning in Higher Education (Moya & Tobar, 2017)
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Using Formative Assessment and Metacognition to Improve Student Achievement (Hudesman et al., 2013)
Resources
Cognitive Load
Research
"Universal Design for Learning (UDL) is a
framework to improve and optimize teaching and learning for all people based on scientific insights into
how humans learn." ~ CAST
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Cognitive Architecture and Instructional Design: 20 Years Later (Sweller, van Merrienboer, & Paas, 2019)
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How to Avoid Cognitive Overload During Learning (Oracle, 2019)
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Well-Being as a Cognitive Load Reducing Agent: A Review of the Literature(Hawthorne, Vella-Broderick, & Hattie, 2019)
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Battling Your 'Expert Blindspot': Unpack Complex Concepts and Tasks to Lighten Students' Cognitive Load and Promote Deeper Learning (Dvorak, 2018)
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Cognitive Load Theory and its Application in the Classroom (Shibili & West, 2018)
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From Cognitive Load Theory to Collaborative Cognitive Load Theory (Kirschner, Sweller, Kirschner, & Zambrano, 2018)
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Managing Cognitive Load is a Delicate Act of Balance (SHIFT, 2018)
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The Goldilocks Principle: 6 Tips On Creating The ‘Just Right’ eLearning Content(Sudarshan, 2018)
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Using Cognitive Load Theory to Inform Simulation Design and Practice (Reedy, 2015)
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What does Germane Load Mean? An Empirical Contribution to the Cognitive Load Theory (Debue & van de Leemput, 2014)
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Describing the Interplay Between Anxiety and Cognition: From Impaired Performance Under Low Cognitive Load to Reduced Anxiety Under High Load (Vytal, Cornwell, Arkin, & Grillon, 2012)
"Cognitive load theory aims to explain how the information processing load induced by learning tasks can affect students’ ability to process new information and to construct knowledge in long-term memory.
If cognitive load becomes too high, it hampers learning and transfer. Such demands include inadequate instructional methods to educate students about a subject as well as unnecessary distractions of the environment,"