Gyöngyvér Molnár|Ben? Csapó
Making the Psychological Dimension of Learning Visible: Using Technology-Based Assessment to Monitor Students’ Cognitive Development
University of Szeged|University of Szeged
technologybased assessment offers unique possibilities collecting data students cognitive development using data provide students teachers feedback improve learning aim study show psychological dimension learning assessed everyday educational practice technologybased assessment reading mathematics science analyzed three related aspects assessments cognitive development gender differences vertical scaling sample study drawn primary school students grades 18 aged 7 14 hungary 1500 2000 students grade cohort online tests constructed 1638 items reading mathematics science domains edia system results confirmed empirically disciplinary application psychological dimensions learning empirically distinguished students cognitive development steady effective mathematics greatest development happened first years schooling path models suggested psychological dimension learning predicted moderate level based students level school knowledge consisting disciplinary application dimensions learning latent constructs predictive power almost dimensions generally girls developed faster psychological dimension reading mathematics science learning however size gender differences varied age domain study 1 provides evidence psychological dimension learning made visible even educational context 2 highlights importance explicit development psychological dimension learning school lessons 3 shows gender differences developmental level psychological dimension learning favour girls varies grade domain