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ASSESSING THE IMPACT OF STUDENT-CENTRED ASSESSMENT ON COGNITIVE LOAD IN SCIENCE CLASSROOM.

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Title: ASSESSING THE IMPACT OF STUDENT-CENTRED ASSESSMENT ON COGNITIVE LOAD IN SCIENCE CLASSROOM.
Authors: Pathak, Chandrang1 chandrangpathak@gmail.com, Patel, R. C.2 rcpatelsir@yahoo.co.in
Source: MIER Journal of Educational Studies, Trends & Practices. May2026, Vol. 16 Issue 1, p1-17. 17p.
Subject Terms: *Cognitive load, *Student-centered learning, *Educational psychology, *Authentic assessment, *Science education, *Evaluation methodology, *Short-term memory
Abstract: Cognitive Load Theory (CLT) explains how the interaction between working memory and long-term memory significantly influences recall (Ayres, 2006). Since working memory has limited capacity (Miller, 1956), it becomes overloaded when students face complex problems or instructions during assessments. An overloaded working memory hampers recall; therefore, it is crucial to minimise the load on working memory to ensure unrestricted recall from long-term memory during examinations. This paper compares cognitive load during teacher-centred assessment and student-centred assessment. The study is quasi-experimental and employs a non-equivalent pre-test post-test control group design. The sample consists of 110 students from the 9th class, purposively selected from a school in Vadodara, Gujarat. As self-reported measurements of cognitive load are considered reliable (Minkley et al., 2021), the researcher used a self-designed tool to assess students' cognitive load during both assessment types. Data were analysed using the mean and Mann-Whitney U test. The results revealed that the difference between teacher-centred and student-centred assessments is significant at the 0.01 level of alpha, indicating that student-centred assessment is highly effective in reducing cognitive load during assessments. [ABSTRACT FROM AUTHOR]
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Database: Education Research Complete
Description
Abstract:Cognitive Load Theory (CLT) explains how the interaction between working memory and long-term memory significantly influences recall (Ayres, 2006). Since working memory has limited capacity (Miller, 1956), it becomes overloaded when students face complex problems or instructions during assessments. An overloaded working memory hampers recall; therefore, it is crucial to minimise the load on working memory to ensure unrestricted recall from long-term memory during examinations. This paper compares cognitive load during teacher-centred assessment and student-centred assessment. The study is quasi-experimental and employs a non-equivalent pre-test post-test control group design. The sample consists of 110 students from the 9th class, purposively selected from a school in Vadodara, Gujarat. As self-reported measurements of cognitive load are considered reliable (Minkley et al., 2021), the researcher used a self-designed tool to assess students' cognitive load during both assessment types. Data were analysed using the mean and Mann-Whitney U test. The results revealed that the difference between teacher-centred and student-centred assessments is significant at the 0.01 level of alpha, indicating that student-centred assessment is highly effective in reducing cognitive load during assessments. [ABSTRACT FROM AUTHOR]
ISSN:09768203
DOI:10.52634/mier/2026/v16/i1/2877