The Conditions of LearningHolt, Rinehart and Winston, 1965 - Broj stranica: 308 |
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Stranica 258
... OUTCOMES OF LEARNING . The aim of tests designed for the assessment of learning outcomes , in contrast , needs to take quite a different tack . In particular , tests should be designed to assess the immediate outcomes of learning , as ...
... OUTCOMES OF LEARNING . The aim of tests designed for the assessment of learning outcomes , in contrast , needs to take quite a different tack . In particular , tests should be designed to assess the immediate outcomes of learning , as ...
Stranica 259
... objectives . Tests of immediate learning outcomes cannot be designed merely by changing the purpose of the total test . Attention must also be paid to the form of each item that the test contains . The item must be designed to measure ...
... objectives . Tests of immediate learning outcomes cannot be designed merely by changing the purpose of the total test . Attention must also be paid to the form of each item that the test contains . The item must be designed to measure ...
Stranica 260
... outcomes of learning , then , it is necessary to construct a " test " whose items have the following characteristics : 1. pose questions that reflect directly the defined objective of the learning ; 2. conform to the class of ...
... outcomes of learning , then , it is necessary to construct a " test " whose items have the following characteristics : 1. pose questions that reflect directly the defined objective of the learning ; 2. conform to the class of ...
Sadržaj
Preface | 8 |
2 VARIETIES OF LEARNING | 31 |
3 BASIC FORMS OF LEARNING | 62 |
Autorska prava | |
Broj ostalih dijelova koji nisu prikazani: 8
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Uobičajeni izrazi i fraze
able achievement acquired adult animals appears asked assessment associates become begin behavior called changes chapter child communication complex concepts connection considered correct course depend described designed directions discrimination discussion distinguished educational effective English established evidence example expected external fact function given human identify important individual instruction interference involved kind knowledge language later learner learning limited lines mathematics matter means measurement method motivation nature necessary objects observed occur oral particular performance perhaps possible prerequisite present previously previously learned principles printed problem problem solving question reading reason recall reinforcement repetition represent response result sense sequence signal simple single situation sounds specific statement stimulus stimulus situation student task teacher teaching things thinking tion topic transfer variety verbal verbal chains York