TY - JOUR
AU - 
AB - fpsyg-10-01368 June 10, 2019 Time: 13:12 # 1 ORIGINAL RESEARCH published: 10 June 2019 doi: 10.3389/fpsyg.2019.01368 Making the Psychological Dimension of Learning Visible: Using Technology-Based Assessment to Monitor Students’ Cognitive Development 1 2 Gyöngyvér Molnár and Beno ˝ Csapó 1 2 Department of Learning and Instruction, University of Szeged, Szeged, Hungary, MTA–SZTE Research Group on the Development of Competencies, University of Szeged, Szeged, Hungary Technology-based assessment offers unique opportunities to collect data on students’ cognitive development and to use that data to provide both students and teachers with feedback to improve learning. The aim of this study was to show how the psychological dimension of learning can be assessed in everyday educational practice through Edited by: technology-based assessment in reading, mathematics and science. We analyzed three Ronny Scherer, related aspects of the assessments: cognitive development, gender differences and University of Oslo, Norway vertical scaling. The sample for the study was drawn from primary school students Reviewed by: Alison Margaret Gilmore, in Grades 1–8 (ages 7 to 14) in Hungary. There were 1500 to 2000 students in University of Otago, New Zealand each grade cohort. Online tests were constructed from 1638 items from the reading, Andreas Rausch, Universität Mannheim, Germany 
TI - Making the Psychological Dimension of Learning Visible: Using Technology-Based Assessment to Monitor Students’ Cognitive Development
JF - Frontiers in Psychology
DO - 10.3389/fpsyg.2019.01368
DA - 2019-06-10
UR - https://www.deepdyve.com/lp/unpaywall/making-the-psychological-dimension-of-learning-visible-using-FX1tnMxJHn
DP - DeepDyve
ER -