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The Effects of Mediation in Computer Assisted Dynamic Assessment
ARTICLE

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Journal of Computer Assisted Learning Volume 18, Number 1, ISSN 1365-2729 Publisher: Wiley

Abstract

Examined the effects of computer-assisted dynamic assessment on cognitive performance of kindergarten students as compared to dynamic assessment with an examiner. Findings revealed that intervention involving mediation processes in a computer-assisted procedure was more effective in bringing about significant cognitive changes than mediation with only an examiner. (Author/LRW)

Citation

Tzuriel, D. & Shamir, A. (2002). The Effects of Mediation in Computer Assisted Dynamic Assessment. Journal of Computer Assisted Learning, 18(1), 21-32. Wiley. Retrieved August 24, 2019 from .

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