Teacher Immediacy, Confidence Testing, and the Measurement of Cognitive Learning

Autor/inn/en	King, Paul; Witt, Paul
Titel	Teacher Immediacy, Confidence Testing, and the Measurement of Cognitive Learning
Quelle	In: Communication Education, 58 (2009) 1, S.110-123 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0363-4523
Schlagwörter	Confidence Testing; Comparative Analysis; Measures (Individuals); Grades (Scholastic); Student Attitudes; Scores; Cognitive Development; Teaching Styles; Undergraduate Students; Nonverbal Communication + Suchen Sie Ihr Suchwort? Messdaten; Notenspiegel; Schülerverhalten; Kognitive Entwicklung; Lehrstil; Unterrichtsstil; Non-verbal communication; Nonverbale Kommunikation
Abstract	There is much disagreement among instructional communication scholars concerning the appropriate means to measure cognitive learning. Significant differences have emerged between studies that rely on perceptual versus performance measures of learning and the issue has been the subject of much recent debate in research on teacher immediacy. The present study sought to compare instruments commonly used to assess perceived learning (learning loss measure) and performed learning (course grades) with an additional approach to cognitive learning assessment known as confidence testing. All of these measures were compared with student perceptions of teacher immediacy. Results indicate that confidence testing scores are significantly associated with both course grades and perceived learning. Implications for research involving cognitive learning are discussed. (Contains 1 table.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10