Abstract
Cognitive offloading refers to using tools like notes, calculators or spellcheckers to reduce the cognitive demands of a task. Assessment has a patchy history in attending to cognitive offloading. In some settings, such as exams, there are explicit rules that relate to cognitive offloading, such as the allowance or prohibition of textbooks and notes. However in other settings, particularly authentic open-ended tasks there is less clarity. This chapter proposes principles for incorporating cognitive offloading into assessment, with a focus on transparency, programmatic assessment, evaluative judgement and authentic assessment.
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Dawson, P. (2020). Cognitive Offloading and Assessment. In: Bearman, M., Dawson, P., Ajjawi, R., Tai, J., Boud, D. (eds) Re-imagining University Assessment in a Digital World. The Enabling Power of Assessment, vol 7. Springer, Cham. https://doi.org/10.1007/978-3-030-41956-1_4
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