The aims of this study were to assess the factor structure of a new instrument for the measurement of intrinsic, extraneous and germane cognitive load in a Bosnian sample, to determine the internal consistency of this instrument and to determine whether the instrument predicts learning outcomes. The participants were 75 undergraduate students from the Department of Psychology, University of Sarajevo. Data was collected using the Questionnaire for the Measurement of Intrinsic, Extraneous and Germane Load developed by Leppink, Pass, Van der Vleuten, Van Gog & Van Merrienboer [15] and a Brief Test of Knowledge developed for the purpose of the present study. Results of a confirmatory factor analysis support a three-dimensional model, with the item loadings in the expected manner. The factor structure obtained in our study is consistent with the factor structure reported by Leppink et al. [15]. In addition, the scale items showed good internal consistencies. The results obtained in our study suggest that low intrinsic in combination with high germane scores contribute to learning outcome. High complexity of learning material in combination with not well-organized prerequisite knowledge causes lower investment of germane cognitive resources, i.e. learning process, and consequently lower learning outcome. Overall, despite a relatively small sample size, the results of our study show a clear three-factor structure that corresponded to intrinsic, extraneous and germane cognitive load. The questionnaire could be an important instrument for research practice in domain of CLT. Moreover, the instrument has significant practical value. Educational practitioner can use the instrument in researching and planning their teaching to maximise learning.

Testing strategies can either have a very positive or negative effect on the learning process. The aim of this study was to examine the degree of consistency in evaluating the practicality and logic of questions from a medical school pathophysiology test, between students and family medicine doctors. The study engaged 77 family medicine doctors and 51 students. Ten questions were taken from cardiac pathophysiology and 10 questions from pulmonary pathophysiology, and each question was assessed on the criteria of practicality and logic. A nonparametric Mann-Whitney test was used to test the difference between evaluators. On the criteria of logic, only four out of 20 items were evaluated differently by students in comparison to doctors, two items each from the fields of cardiology and pulmonology. On the criteria of practicality, for six of the 20 items there were statistically significant differences between the students and doctors, with three items each from cardiology and pulmonology. Based on these indicative results, students should be involved in the qualitative assessment of exam questions, which should be performed regularly under a strictly regulated process.

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