Teaching and Measuring Cognitive Readiness
Teaching and Measuring Cognitive Readiness presents theoretical and empirical findings regarding cognitive readiness and assessments of their impact on adult learning. Specific topics discussed are:The need for cognitive readiness instructional and a
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ing and Measuring Cognitive Readiness
Teaching and Measuring Cognitive Readiness
Harold F. O’Neil • Ray S. Perez • Eva L. Baker Editors
Teaching and Measuring Cognitive Readiness
Editors Harold F. O’Neil University of Southern California National Center for Research on Evaluation Standards, and Student Testing (CRESST) Los Angeles, CA, USA
Ray S. Perez Office of Naval Research Arlington, VA, USA
Eva L. Baker National Center for Research on Evaluation, Standards, and Student Testing (CRESST)/UCLA Los Angeles, CA, USA
ISBN 978-1-4614-7578-1 ISBN 978-1-4614-7579-8 (eBook) DOI 10.1007/978-1-4614-7579-8 Springer New York Heidelberg Dordrecht London Library of Congress Control Number: 2013942797 © Springer Science+Business Media New York 2014 This work is subject to copyright. All rights are reserved by the Publisher, whether the whole or part of the material is concerned, specifically the rights of translation, reprinting, reuse of illustrations, recitation, broadcasting, reproduction on microfilms or in any other physical way, and transmission or information storage and retrieval, electronic adaptation, computer software, or by similar or dissimilar methodology now known or hereafter developed. Exempted from this legal reservation are brief excerpts in connection with reviews or scholarly analysis or material supplied specifically for the purpose of being entered and executed on a computer system, for exclusive use by the purchaser of the work. Duplication of this publication or parts thereof is permitted only under the provisions of the Copyright Law of the Publisher’s location, in its current version, and permission for use must always be obtained from Springer. Permissions for use may be obtained through RightsLink at the Copyright Clearance Center. Violations are liable to prosecution under the respective Copyright Law. The use of general descriptive names, registered names, trademarks, service marks, etc. in this publication does not imply, even in the absence of a specific statement, that such names are exempt from the relevant protective laws and regulations and therefore free for general use. While the advice and information in this book are believed to be true and accurate at the date of publication, neither the authors nor the editors nor the publisher can accept any legal responsibility for any errors or omissions that may be made. The publisher makes no warranty, express or implied, with respect to the material contained herein. Printed on acid-free paper Springer is part of Springer Science+Business Media (www.springer.com)
Preface
In this edited book, we will focus on documenting recent theory and research on the teaching and assessment of cognitive readiness. What is cognitive readiness? Although there are many definitions of this construct, as indicated in the chapters in this book, we view cognitive readiness through a knowledge, skills, and attributes (KSA) lens (McLagan, 1997), that is, knowledge is domain specific, skills are either domain specific or domain independent, but attributes ar
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