The DIAGNOSER project: Combining assessment and learning

Behavior Research Methods, Instruments, and Computers

Volumn 36, Issue 2, 2004, Pages 234-240

  Thissen Roe, Anne ^a   Hunt, Earl ^a   Minstrell, Jim ^b  

^a UNIVERSITY OF WASHINGTON   (United States)

^b Facet Innovations   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 4444254748     PISSN: 07433808     EISSN: None     Source Type: Journal    
DOI: 10.3758/BF03195568     Document Type: Conference Paper

References (9)

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2. DISESSA, A. A. (1993). Toward an epistemology of physics. Cognition & Instruction, 10, 105-225.
3. GRAESSER, A. C., Lu, S., JACKSON, G. T., MITCHELL, H. H., VENTURA, M., OLNEY, A., & LOUWERSE, M. M. (2004). AutoTutor: A tutor with dialogue in natural language. Behavior Research Methods, Instruments, & Computers, 36, 180-192.
4. HUNT, E. (2002). The DIAGNOSER project: Assessment in the service of learning. Journal of the Hellenic Psychological Society, 9, 241-251.
5. HUNT, E., & MINSTRELL, J. (1996). Effective instruction in science and mathematics: Psychological principles and social constraints. Issues in Education: Contributions from Educational Psychology, 2, 123-162.
6. LEVIDOW, B. B., HUNT, E., & MCKEE, C. (1991). The DIAGNOSER: A HyperCard tool for building theoretically based tutorials. Behavior Research Methods, Instruments, & Computers, 23, 249-252.
7. MILSON, R., LEWIS, M. W., & ANDERSON, J. R. (1990). The teacher's apprentice project: Building an algebra tutor. In R. Freedle (Ed.), Artificial intelligence and the future of testing (pp. 53-71). Hillsdale, NJ: Erlbaum.
8. MINSTRELL, J. (1992). Facets of students' knowledge and relevant in struction. In R. Druit, F. Goldberg, & H. Niedderer (Eds.), Research in physics learning: Theoretical issues and empirical studies (pp. 110-128). Kiel: University of Kiel, Institute for Science Education.
9. MINSTRELL, J. (2001). The role of the teacher in making sense of class-room experience and effecting better learning. In S. M. Carver & D. Klahr (Eds.), Cognition and instruction: Twenty-five years of progress (pp. 121-150). Mahwah, NJ: Erlbaum.