Sue Bechard
Biographic Data
| ID | 9976487 |
|---|---|
| NAME | Sue Bechard |
| GIVEN NAMES | Sue |
| FAMILY NAME | Bechard |
| SIGNATURE | BECHARD S |
| AFFILIATIONS | University of Kansas |
| VERIFIED | No |
| TOTAL WORKS | 2 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 2 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2021 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 0 |
Learning Maps as Cognitive Models for Instruction and Assessment
This paper describes large, fine-grained, intentionally inclusive, research-based cognitive models called learning maps. Learning maps are the product of an intensive research synthesis process to develop formal learning models that better reflect the diversity of how learners can learn and be assessed on academic content. Students begin at different places and learn at different rates, and they may have cognitive disabilities or may face a varie…
Opportunities and Challenges of Applying Cognitive Process Dimensions to Map-Based Learning and Alternate Assessment
In education, taxonomies that define cognitive processes describe what a learner does with the content. Cognitive process dimensions (CPDs) are used for a number of purposes, such as in the development of standards, assessments, and subsequent alignment studies. Educators consider CPDs when developing instructional activities and materials. CPDs may provide one way to track students’ progress toward acquiring increasingly complex knowledge. There…
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Opportunities and Challenges of Applying Cognitive Process Dimensions to Map-Based Learning and Alternate Assessment
In education, taxonomies that define cognitive processes describe what a learner does with the content. Cognitive process dimensions (CPDs) are used for a number of purposes, such as in the development of standards, assessments, and subsequent alignment studies. Educators consider CPDs when developing instructional activities and materials. CPDs may provide one way to track students’ progress toward acquiring increasingly complex knowledge. There…
Learning Maps as Cognitive Models for Instruction and Assessment
This paper describes large, fine-grained, intentionally inclusive, research-based cognitive models called learning maps. Learning maps are the product of an intensive research synthesis process to develop formal learning models that better reflect the diversity of how learners can learn and be assessed on academic content. Students begin at different places and learn at different rates, and they may have cognitive disabilities or may face a varie…
Cognition (2 works) · Computer Science (2 works) · Intelligent Tutoring Systems and Adaptive Learning (2 works) · Psychology (2 works) · Artificial Intelligence (1 work) · Cognitive complexity (1 work) · Cognitive map (1 work) · Cognitive psychology (1 work) · Cognitive science (1 work) · Educational and Psychological Assessments (1 work)