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Cumulative learning is the cognitive process by which we accumulate and improve knowledge and abilities that serve as building blocks for subsequent cognitive development. [1] A primary benefit of such is that it consolidates knowledge one has obtained through experience, and allows the facilitation of further learning through analogical ...
A revised version, called cumulative prospect theory overcame this problem by using a probability weighting function derived from rank-dependent expected utility theory. Cumulative prospect theory can also be used for infinitely many or even continuous outcomes (for example, if the outcome can be any real number). An alternative solution to ...
Bloom's taxonomy has become a widely adopted tool in education, influencing instructional design, assessment strategies, and learning outcomes across various disciplines. Despite its broad application, the taxonomy has also faced criticism, particularly regarding the hierarchical structure of cognitive skills and its implications for teaching ...
In psychiatry, psychology, and mental health counseling, comorbidity refers to the presence of more than one diagnosis occurring in an individual at the same time. However, in psychiatric classification, comorbidity does not necessarily imply the presence of multiple diseases, but instead can reflect current inability to supply a single ...
Cumulative inequality theory or cumulative disadvantage theory is the systematic explanation of how inequalities develop. The theory was initially developed by Merton in 1988, [ 1 ] who studied the sciences and prestige.
Summative assessment can be used to refer to assessment of educational faculty by their respective supervisor with the aim of measuring all teachers on the same criteria to determine the level of their performance. In this context, summative assessment is meant to meet the school or district's needs for teachers' accountability.
Cognitive psychologists are working with educators to look at how to take advantage of tests—not as an assessment tool, but as a teaching tool [6] since testing prior knowledge is more beneficial for learning when compared to only reading or passively studying material (even more so when the test is more challenging for memory). [7]
In education, ipsative assessment is the practice of assessing present performance against the prior performance of the person being assessed. One place where this might be implemented is in reference to tests used with K-12 students in the United States , where value-added modeling of teacher performance is currently popular.