A Theory‐Based Framework for Assessing Domainl‐Specific Problem‐Solving Ability

By Brenda Sugrue. 2005

113 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/f9c45676cce6b08e84fc08ac280692b2678f15aa

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Developmental and Educational Psychology

1. Mien S. R. Segers
2. P. Van den Bossche
3. Filip Dochy
4. D. Gijbels
5. G. V. D. Watering
6. Henk G. Schmidt
7. Andrew E. Walker
8. Elaine H. J. Yew

In Education

1. D. Gijbels
2. Filip Dochy
3. Mien S. R. Segers
4. P. Van den Bossche
5. G. V. D. Watering
6. Katrien Struyven
7. Henk G. Schmidt
8. Marlies Baeten

Citations in the corpus

• Effects of Problem-Based Learning: A Meta-Analysis From the Angle of Assessment (2005, background): “At this level the organized knowledge is applied under the appropriate circumstances, for instance, to connect an electrical circuit with bulbs and batteries in such a way that a certain level of current flows through it (Sugrue, 1995).”
• The relationship between students’ approaches to learning and the assessment of learning outcomes (2005, background): “These three levels are presented in Figure 1, which gives an overview of possibilities for the assessment within a ‘selection’ format, of which multiple-choice questions are obviously the most well-known example ( Sugrue, 1995 ).”