Difference between revisions of "Accurate knowledge estimates principle"
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| − | + | ==Brief statement of principle== | |
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| + | Student learning of a set of knowledge components is more likely to be complete (all KCs fully acquired) and efficient (minimum necessary time is used) when estimates of student knowledge of each component are as accurate as possible at any given time. | ||
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| + | ==Description of principle== | ||
| + | |||
| + | In the 1970s, [[mastery learning]] became a popular instructional technique within schooling (Bloom, 1978). In mastery learning, a student continues a learning activity until he or she has acquired all of the relevant knowledge components, and terminates the activity as soon as all knowledge components are acquired. | ||
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| + | In the first incarnations of [[mastery learning]], students alternated between learning and assessment activities. However, [[intelligent tutoring systems]] such as those used in LearnLabs made it possible to conduct mastery learning for individual KCs and to track KC acquisition during learning (cf. Corbett & Anderson, 1995). | ||
| + | |||
| + | ===Operational definition=== | ||
| + | ===Examples=== | ||
| + | ==Experimental support== | ||
| + | ===Laboratory experiment support=== | ||
| + | ===In vivo experiment support=== | ||
| + | ===Level of support=== | ||
| + | ==Theoretical rationale== | ||
| + | (These entries should link to one or more [[:Category:Learning Processes|learning processes]].) | ||
| + | ==Conditions of application== | ||
| + | ==Caveats, limitations, open issues, or dissenting views== | ||
| + | ==Variations (descendants)== | ||
| + | ==Generalizations (ascendants)== | ||
| + | ==References== | ||
| + | [[Category:Glossary]] | ||
| + | [[Category:Instructional Principle]] | ||
Revision as of 14:32, 16 May 2009
Contents
Brief statement of principle
Student learning of a set of knowledge components is more likely to be complete (all KCs fully acquired) and efficient (minimum necessary time is used) when estimates of student knowledge of each component are as accurate as possible at any given time.
Description of principle
In the 1970s, mastery learning became a popular instructional technique within schooling (Bloom, 1978). In mastery learning, a student continues a learning activity until he or she has acquired all of the relevant knowledge components, and terminates the activity as soon as all knowledge components are acquired.
In the first incarnations of mastery learning, students alternated between learning and assessment activities. However, intelligent tutoring systems such as those used in LearnLabs made it possible to conduct mastery learning for individual KCs and to track KC acquisition during learning (cf. Corbett & Anderson, 1995).
Operational definition
Examples
Experimental support
Laboratory experiment support
In vivo experiment support
Level of support
Theoretical rationale
(These entries should link to one or more learning processes.)
