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ERIC Number: EJ1066792
Record Type: Journal
Publication Date: 2006
Pages: 10
Abstractor: As Provided
ISSN: EISSN-1541-4914
Selecting Evaluation Items for Judging Concept Attainment in Instructional Design
Moore, David Richard
Journal of Interactive Online Learning, v5 n1 p94-103 Spr 2006
Instructional strategies for successfully teaching concepts are found throughout the instructional design literature. These strategies primarily consist of presenting learners with definitions, examples, and non-examples. While examples are important presentation instruments, theorist suggests that examples should not be re-used in the assessment phase of instruction. The rationale being that encountered examples could be memorized thus activating different cognitive processes than those required for concept attainment. Consequently, test items referring to encountered examples may have less value in assisting evaluators in discerning whether or not a learner has attained a target concept. In this study test items consisting of encountered examples and un-encountered examples were examined. There appears to be evidence supporting the notion that examples are not sufficient discriminators for judging a learner's level of concept attainment.
University of Alabama. 152 Rose Administration, P.O. Box 870104, Tuscaloosa, AL 35487. Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A