Includes bibliographical references and indexes.

Introduction 1. The big three: learning, instruction, and assessment -- Rationale for applying the science of learning -- What is applying the science of learning? -- Historical overview of the relation between the science of learning and the science of instruction -- Viewing the relation between the science of learning and the science of instruction as overlapping goals -- How Learning Works -- What is learning? -- What changes: behavior of knowledge? -- What is the science of learning? -- A look at transfer -- How learning works: three metaphors of learning -- A closer look at response strengthening: Thorndike's law of effect -- A closer look at information acquisition: Ebbinghaus' learning curve -- A closer look at knowledge construction: Bartlett's assimilation to schema -- How learning works: three principles from the learning sciences -- A closer look at dual channels: Paivio's concreteness effect -- A closer look at limited capacity: Miller's magic number 7 -- A closer look at active processing: Wittrock's generative processes -- How learning works: a cognitive model of learning -- Three memory stores in meaningful learning --Three cognitive processes in meaningful learning -- The mighty Ms: motivation and metacognition -- Motivation to learn -- How motivation works -- Metacognition in learning -- Learning in subject areas -- Eight things we know about learning from word lists -- How instruction works -- What is instruction? -- What is the science of instruction? -- What is an instructional objective? -- Three levels of instructional objectives -- Five kinds of knowledge in instructional objectives -- Six kinds of cognitive processes in instructional objectives -- How instruction works: three demands on cognitive capacity -- How instruction works: three instructional scenarios -- Twelve instructional design principles for lesson learning -- Evidence-based instructional principles for reducing extraneous processing -- Evidence-based instructional principles for managing essential processing -- Evidence-based instructional principles for fostering generative processing -- Eight instructional design principles for effective studying -- Evidence-Based principles for studying by practicing -- Evidence-based principles for studying by generating -- How to guide cognitive processes during learning -- Instructional techniques for selecting -- Instructional techniques for organizing -- Instructional techniques for integrating -- Three popular but questionable principles -- A closer look at active teaching and learning -- How assessment works -- What is assessment? -- What is the science of assessment? -- Three functions of assessments -- How to construct a useful assessment instrument -- What is research on instructional effects? -- What works? using randomized controlled experiments -- When does it work? Using factional experiments -- How does it work? Using observational analysid -- A closer look at Experiments -- Using effect size to assess instructional effects -- Six reasons for no difference between the treatment and control groups -- How to assess learning outcomes -- Two ways to measure learning outcomes -- Three kinds of learning outcomes -- A closer look at meaningful versus rote learning: Wertheimer's parallelogram lesson -- A closer look at assessment of learning outcomes: how much or what kind? -- Broadening the domain of assessment -- A closer look at broadening the domain of assessment: attribute treatment interactions -- Attribute treatment interactions involving prior knowledge -- What can go wrong with assessments? -- Epilogue -- Glossary and subject index -- Author index.