In recent years, as cognitive theories of learning and instruction have become richer, and computational methods to support assessment have become more powerful, there has been increasing pressure to make assessments truly criterion referenced, that is, to “report” on student achievement relative to theory-driven lists of examinee skills, beliefs and other cognitive features needed to perform t...

This study explores a new item-writing framework for improving the validity of math assessment items. The authors transfer insights from Cognitive Load Theory (CLT), traditionally used in instructional design, to educational measurement. Fifteen, multiple-choice math assessment items were modified using researchbased strategies for reducing extraneous cognitive load. An experimental design with...

Cognitive impairment is emerging as an important therapeutic target in patients with psychiatric illnesses, including major depressive disorder (MDD). The objective of this general overview is to briefly review the evidence for cognitive impairment in MDD and to summarize a representative sample of cognitive assessment tools currently available to assess cognitive function in depressed patients...

In two pilot experiments, a new approach for the direct assessment of cognitive load during multimedia learning was tested that uses dual-task methodology. Using this approach, we obtained the same pattern of cognitive load as predicted by cognitive load theory when applied to multimedia learning: The audiovisual presentation of text-based and picture-based learning materials induced less cogni...

OBJECTIVE Cognitive deficits are common after aneurysmal subarachnoid haemorrhage (aSAH), and clinical evaluation is important for their management. Our hypothesis was that the Montreal Cognitive Assessment (MoCa) is superior to the Mini-Mental State Examination (MMSE) in screening for cognitive domain deficit in aSAH patients. METHODS We carried out a prospective observational and diagnostic...

Although older adults with Mild Cognitive Impairment (MCI) show elevated rates of conversion to dementia as a group, heterogeneity of outcomes is common at the individual level. Using data from a prospective 5-year longitudinal investigation of cognitive change in healthy older adults (N = 262, aged 64-92 years), this study addressed limitations in contemporary MCI identification procedures whi...

The present study analyzes the role of neurocognitive assessment instruments in the detection of the contribution of antipsychotic treatment to cognitive functioning. Recently, a panel of experts suggested six main domains (working memory; attention/vigilance; verbal/visual learning and memory; reasoning and problem solving; speed of processing) implicated in schizophrenia-related cognitive def...

The Cognitive Science Research group at ETS conducts research and development at the forefront of educational assessment, using cognitive theory in the design of assessments, building cognitive models to guide interpretation of test-takers’ performance, and researching cognitive issues in the context of assessment. Moving beyond traditional (e.g., multiple-choice) tests, the group explores asse...