The study produced no significant differences between any treatment groups for instructional time, final diagnostic test score, mental effort rating of the training session, or instructional efficiency (final diagnostic test score divided by mental effort rating of the training session). The author speculated that the non-significant results of the study were attributable to either an insufficient training session length or to the use of faded completion problems rather than conventional problems.Table 3 Studies Measuring Reliability and Validity of Rapid Assessments First- step Verification Study Domain method method Kalyuga and Sweller (2004) Grade 9 algebra/geometry X Kalyuga (2006d) Grade 8 arithmetic word problems anbsp;...
|Title||:||Rapid Dynamic Assessment of Expertise: A Comparison of Performance and Mental Efficiency Measures in Accordance with Cognitive Load Theory|
|Author||:||David Lloyd Johnson|
|Publisher||:||ProQuest - 2007|