Assessment of Domain-Specific and Domain-Transcending Prior Knowledge: Entry Assessment and the Use of Profile Analysis

Recent investigations into human cognition (Alexander, Pate, Kulikowich, Farrell, & Wright ,1989; Alexander, Kulikowich & Schulze, 1992; Dochy, 1992, 1994) have shown that prior knowledge is an important student variable in learning. Indeed, “a well-organized and coherent knowledge base initiates inference, conceptualization and the acquisition of principled understanding”, as Glaser and De Corte state (in Dochy, 1992, p. 1).

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