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dc.contributor.authorCoombs, Andrew
dc.date.accessioned2017-03-23T15:06:14Z
dc.date.available2017-03-23T15:06:14Z
dc.date.issued2017-03-23
dc.identifier.urihttp://hdl.handle.net/1974/15462
dc.description.abstractWhile there is no shortage of evidence that teachers’ assessment practices fundamentally influence student learning and the classroom environment, few scholars have examined the impact of cognitive load theory or cognitive architecture research on classroom assessment practices. Given the increased emphasis on classroom assessment practices in response to the standards-based, accountability framework in North American education, exploring the relationship between cognitive load theory and cognitive architecture on classroom assessment practices is critical. The purpose of this paper is to (a) provide an overview of cognitive load theory and cognitive architecture research that has a direct impact on classroom instruction, and (b) to use this body of research to explore curriculum design and the modification of classroom assessments to improve student learning.en_US
dc.language.isoenen_US
dc.relation.ispartofseriesSelected Papers Vol. 11;8
dc.subjectcognitive architectureen_US
dc.subjectassessmenten_US
dc.subjectCognitive Load Theoryen_US
dc.titleThe impact of cognitive architecture and Cognitive Load Theory on classroom assessmenten_US
dc.typeotheren_US


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