Computer-based and computer-assisted tests to assess procedural and conceptual knowledge
It is well known by those at the ‘chalk face’ that learning is not necessarily an outcome of teaching. “Students often fail to spontaneously use what they have learned in a new setting despite the fact that it is highly relevant” (Schwarz et al., 1999) a phenomenon Whitehead referred to as “inert kn...
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| Main Authors: | , |
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| Format: | Default Text |
| Published: |
2004
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| Online Access: | https://hdl.handle.net/2134/1961 |
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