ABSTRACT
This chapter describes an approach to addressing challenges associated with assessing complex comprehension with multiple information resources, including traditional texts, digital texts, and multimedia visuals. It refers to processes invoked in creating a product or outcome that meets the task specifications, and a modified constellation of learner attributes. The chapter indicates two-way arrows iterative back and forth between and among components. It provides an admittedly selective review of empirical research to identify components and relations among components, research tasks, behavioral measures, and analytic methods that inform what and how of the Student, Task, and Evidence Models. A number of frameworks have been proposed for purposes of specifying the components of a domain model for multiple source comprehension and information problem solving. In terms of topics and topic knowledge the vast majority of multiple resource comprehension and problem-solving work has focused on historical topics, socioscientific controversies such as climate science and health/medical treatments.
