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kind of testing, in which students must respond within context to a perceived
situation rather than a theoretical or fact-based question, allows educators to
gauge procedural knowledge; it allows them to gauge how a student executes a
skill or applies concepts and principles to specific situations (Garavalia, 2002).
For example, in a clinical context, a student could explain how to change a
dressing, insert an intravenous line, or intubate an individual, but the knowl-
edge is declarative rather than procedural and, thus, for some evaluators, not as
valuable. Conditional knowledge is often also reflected in ...