Abstract

The ICAP framework provides a theory of cognitive engagement based on overt learning activities that may inform instructional design. In ongoing work to investigate ICAP as a theoretically-grounded instructional design system, classroom teachers participated in a workshop to learn about the framework and design lessons at varying levels. In this paper, we consider how the ICAP framework can be used in the evaluative stages of the instructional design cycle to assess learning tasks and implementation. Using an example lesson from a language arts classroom, we describe the evaluation methodology, consider how analyses revealed potential disconnects between intention and implementation, and discuss how ICAPbased evaluations may advance the design cycle by informing future lesson plans.

Original languageEnglish (US)
Pages (from-to)972-976
Number of pages5
JournalProceedings of International Conference of the Learning Sciences, ICLS
Volume2
Issue numberJanuary
StatePublished - 2014

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classroom
evaluation
learning
art
methodology
teacher
language

ASJC Scopus subject areas

  • Computer Science (miscellaneous)
  • Education

Cite this

Evaluating lesson design and implementation within the ICAP framework. / Roscoe, Rod; Gutierrez, Pedro J.; Wylie, Ruth; Chi, Michelene.

In: Proceedings of International Conference of the Learning Sciences, ICLS, Vol. 2, No. January, 2014, p. 972-976.

Research output: Contribution to journalArticle

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