Effects of Reducing the Cognitive Load of Mathematics Test Items on Student Performance

Effects of Reducing the Cognitive Load of Mathematics Test Items on Student Performance

This study explores a new item-writing framework for improving the validity of math assessment items. The authors transfer insights from Cognitive Load Theory (CLT), traditionally used in instructional design, to educational measurement. Fifteen, multiple-choice math assessment items were modified u...

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Bibliographic Details
Main Authors: Susan C. Gillmor, John Poggio, Susan Embretson
Format: Article
Language:English
Published: National Numeracy Network 2015-01-01
Series:Numeracy
Subjects:
educational measurement
cognitive load theory
item writing
classroom assessment
Online Access:http://scholarcommons.usf.edu/numeracy/vol8/iss1/art4/

Internet

http://scholarcommons.usf.edu/numeracy/vol8/iss1/art4/

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