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dc.contributor.authorPatel, Ashoken
dc.contributor.authorKinshuken
dc.contributor.authorRussell, Daviden
dc.date.accessioned2014-09-03T10:52:35Z
dc.date.available2014-09-03T10:52:35Z
dc.date.issued2003
dc.identifier.citationPatel A., Kinshuk and Russell, D. (2003) Cognitive Apprenticeship Learning - Ensuring Far Transfer of Knowledge Through Computer-Based Assessment. In: S. Naidu (Ed.) Learning & Teaching with Technology – Principles & Practices, Kogan Page, London and Sterling, VA, pp. 233-246en
dc.identifier.isbn0749437766
dc.identifier.urihttp://hdl.handle.net/2086/10220
dc.description.abstractThe notion of computer-based assessment encompasses both the formative and summative assessments. The former provides opportunities for self-testing and is crucial for convincing the learners that they have learnt something. The latter periodically attempts to assess learner performance. This chapter discusses the central role of formative assessment in the design of tutoring systems and how computer-based assessment has been implemented in the ‘Byzantium’ intelligent tutoring system. Byzantium was produced by a consortium of six Universities under the Teaching & Learning Technology Programme (TLTP) of the UK Higher Education Funding Councils and has been independently evaluated at a Scottish University.en
dc.language.isoenen
dc.publisherKogan Pageen
dc.subjectComputer-based assessmenten
dc.subjectFormative assessmenten
dc.subjectSummative assessmenten
dc.subjectCognitive apprenticeshipen
dc.subjectIntelligent tutoring toolsen
dc.titleCognitive Apprenticeship Learning - Ensuring Far Transfer of Knowledge Through Computer-Based Assessmenten
dc.typeBook chapteren
dc.peerreviewedYesen
dc.funderN/Aen
dc.projectidN/Aen


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