Teorija kognitivnog opterećenja i interpretativni test-zadatak: psihološke, didaktičke i dokimološke prilike u visokoškolskoj nastavi
Theory of Cognitive Load and Interpretive Test-Task: Psychological, Didactic and Documentological Opportunities in Higher Education Teaching

Summary/Abstract: Achieving and/or improving quality in teaching is a constant imperative for every teaching researcher, as well as for every practitioner in the teaching process. The quality of the teaching process depends not only on the success of achieving learning outcomes, but also on very important contextual variables, primarily student motivation for learning in general. The aim of this paper is to affirm the interpretive test-task in higher education by offering examples of tasks and guidelines for improving the teaching process in the light of the Theory of Cognitive Load, and to examine learning experiences in the application of the interpretive test-task. First, a separate analysis of the constructed interpretive test-tasks and the Theory of Cognitive Load, close but nevertheless constructs from different scientific domains (didactics and cognitive psychology), was conducted. After that, reflections on learning experiences with the application of an interpretive test-task were presented. The research sample consisted of the created material for evaluating achievements and 200 respondents who gave their reflections on the learning experience with the application of the interpretive test task. The research results confirm the didactic value of such material, indicate a positive experience and overall learning experience, increased motivation, and affirm the use of interpretive test task in higher education as a methodological step forward and in documenological processes. In conclusion, an overview of conceptual overlaps and possibilities for upgrading these constructs based on the knowledge we have gained is offered.

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