Alternative E-learning Assessment by Mutual Constrain of Responsive and Constructive Techniques of Knowledge Acquisition Evaluation

Abstract

Innovation on e-assessment is presented. Here, 43 bachelor students´ conceptual definitions to a course schema related concepts are obtained by using a natural semantic network technique. This allowed implementing a constructive assessment technique of students´ that is complemented by a responsive assessment of student´s learning based on semantic priming studies. It is argued that by using both assessment approaches in a dynamic mutually constrained way a new alternative approach to eassessment can be implemented. This system presents several innovative advantages that empower students and teachers to monitor what actually takes place over the trajectory of a student learning process.

Formative E-Assessment of Schema Acquisition in the Human Lexicon as a Tool in Adaptive Online Instruction

“…In this proposal, assessment is assumed to exert effects at various levels, and it constitutes by itself a domain and a goal. An e-assessment system that complies with these evaluation requirements, implementation viability, and cognitive science principles was first presented by Morales and colleagues [33][34][35].…”

“…On the other hand, it is not necessary to specify a lexicon; it is enough to say that lexical information is obtained and organized as proposed by a no-lexicon view. Figure 7B shows that this effect might vary depending on the knowledge domain and the effect of instruction [34,37,39].…”

Cognitive Analysis of Meaning and Acquired Mental Representations as an Alternative Measurement Method Technique to Innovate E-Assessment

“…Semantic priming techniques are well-suited to study knowledge organization in the human lexicon (Mcnamara, 2005). As will be described later, Morales and colleagues (Gonzales, et al, 2013;Morales, Lopez & Velasco, 2016) have shown that by considering the schemata priming effect (Lopez, & Theios, 1996), it is possible to differentiate from students who have assimilated long-term knowledge (e.g., Becker, Moscovitch, Behrman & Joordens, 1997) from the students who have not assimilated long-term knowledge.…”

“…Moreover, computer cognitive reports (Figure 2-E) provide users with a comparative concept organization between a teacher and a student's mental representation (D). Morales, Lopez & Velasco, 2016;Lopez, Morales, Hedlefs, Gonzalez, 2014).…”

“…The CR system is integrated into a windows single system (EVCOG: Morales, Lopez & Velasco, 2016), and it is still classified as a prototype (not a toy system). The capacity of ANN discrimination depends on learning from hundreds of successful learning cases through different knowledge domains (e.g., Lopez & Morales).…”