Development of an instrument for measuring the complexity of learning tasks

Rob Nadolski; Paul A. Kirschner; Jeroen Van Merriënboer; Jürgen Wöretshofer

doi:10.1080/13803610500110125

Development of an instrument for measuring the complexity of learning tasks

Rob Nadolski^*, Paul A. Kirschner, Jeroen Van Merriënboer, Jürgen Wöretshofer

^*Corresponding author for this work

Research output: Contribution to journal › Article › Academic › peer-review

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Abstract

An instrument for measuring the complexity of learning tasks in the field of Law was developed and tested in three experiments. In Experiments 1 and 2, teachers used the card-sort method to rate the complexity of learning tasks. Based on the outcomes, a benchmark scale with four criterion tasks was used in Experiment 3. The results showed the benchmark instrument to be valid and easy to use, allowing instructional designers to design competency-based learning environments that better take task complexity into account. The Instructional Design model, in which teachers determine task complexity, is briefly described.

Original language	English
Pages (from-to)	1-27
Number of pages	27
Journal	Educational Research and Evaluation
Volume	11
Issue number	1
Early online date	23 Sept 2003
DOIs	https://doi.org/10.1080/13803610500110125
Publication status	Published - 2005

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Development of an instrument for measuring the complexity of learning tasks

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