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

Abstract

Empirical directions to innovate e-assessments and to support the theoretical development of e-learning are discussed by presenting a new learning assessment system based on cognitive technology. Specifically, this system encompassing trained neural nets that can discriminate between students who successfully integrated new knowledge course content from students who did not successfully integrate this new knowledge (either because they tried short-term retention or did not acquire new knowledge). This neural network discrimination capacity is based on the idea that once a student has integrated new knowledge into long-term memory, this knowledge will be detected by computer-implemented semantic priming studies (before and after a course) containing schemata-related words from course content (which are obtained using a natural semantic network technique). The research results demonstrate the possibility of innovating e-assessments by implementing mutually constrained responsive and constructive cognitive techniques to evaluate online knowledge acquisition. Keywords: E-assessment, learning, knowledge representation, connectionism, educational technology, innovation, neural nets.To cite this article: Morales-Martinez, G. E., Lopez-Ramirez, E. O., Castro-Campos, Villarreal-Treviño, & Gonzales-Trujillo, C. J. (2017). Cognitive analysis of meaning and acquired mental representations as an alternative measurement method technique to innovate e-assessment.

Evaluación constructiva-cronométrica como herramienta para evaluar el aprendizaje en línea y presencial

“…Aquí se propone y se ilustra el uso integrado de las herramientas provenientes de la ciencia cognitiva relacionada con la memoria y el aprendizaje humano, la aplicación de avances de la ciencia computacional y la tecnología para innovar y complementar los sistemas de evaluación del aprendizaje académico en niveles de educación superior. En particular, se ilustran algunos de los resultados obtenidos con el uso de un sistema cognitivo de orientación constructiva/cronométrica llamado «EVCOG» (evaluador cognitivo), que permite al maestro empoderar sus juicios de valor sobre el conocimiento internalizado en el estudiante (López, Morales, Hedlefs, González y Moreno, 2015;Morales-Martínez y Santos-Alcántara, 2015;Morales-Martínez, López-Ramírez y Velasco-Moreno, 2016;Morales-Martínez, López-Ramírez, Castro-Campos, Villarreal-Treviño y Gonzales-Trujillo, 2017;Morales-Martínez, Mezquita-Hoyos, González-Trujillo, López-Ramírez y García-Durán , 2018).…”

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

“…The goal of the proposed system is to promote assessment tasks as learning tasks, student involvement in assessment, and forward-looking feedback in adaptive e-instruction systems [32]. This system reduces the enormous delay in e-assessment innovation: e-assessment has been limited to mere digitization of traditional, sometimes ancient, evaluation methods [35].…”

“…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].…”

The Measurement of Knowledge Construction in A Course of Diagnostic Evaluation of Learning Disorders in Psychology Students

“…Cognitive psychology includes a wide range of techniques used to create instruments that provide information about the state of a student's knowledge, before, during, and after a course. For example, Lopez-Ramirez and Morales-Martinez (2019), Lopez et al (2014), Morales & Lopez (2016), Morales-Martinez, Lopez-Perez, et al (2020), Morales-Martinez et al (2021), Morales et al (2017) and Morales-Martinez et al (2015) have proposed the Chronometric Constructive Cognitive Learning Evaluation Model (C3-LEM), which suggests the use of cognitive tools to measure the cognitive properties of knowledge schemas learned in an academic environment. For example, this model measures what content is in a student's memory, how it is organized and structured, the temporal and dynamic patterns of these knowledge structures, and other aspects of a student's knowledge state.…”