New Approaches to E-Cognitive Assessment of E-Learning

Elizabeth, Morales-Martinez Guadalupe; Octavio, Lopez-Ramirez Ernesto; Lopez-Gonzalez,; Elizabeth, Ana

doi:10.20533/ijels.2046.4568.2015.0057

Cited by 12 publications

(9 citation statements)

References 20 publications

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“…Uno de los retos del presente siglo es la creación e innovación de nuevos medios de valoración del aprendizaje que vayan más allá del encapsulamiento digital de las herramientas de evaluación que están disponibles desde el siglo pasado (exámenes, portafolios, rúbricas, etc.) (Morales-Martínez, López-Ramírez y López-González, 2015).…”

Section: Introductionunclassified

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

Martínez¹,

Pérez²,

Collantes³

et al. 2020

TCE

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Se presenta una forma innovadora de aproximar la evaluación del aprendizaje desde una visión cognitiva. Para ello, se ejemplifica el uso de un modelo de medición constructiva-cronométrica del aprendizaje a través de varios dominios del conocimiento y se ilustra la forma en que este tipo de evaluación proporciona diversos indicadores de organización y estructura del esquema de conocimiento que el estudiante presenta antes y después de haber cursado una materia. La evidencia obtenida sugiere que el modelo de evaluación aquí propuesto es efectivo en la medición cognitiva del aprendizaje académico, lo que indica que la implementación de herramientas de evaluación de la ciencia cognitiva en el campo de la educación puede ser muy útil para ampliar nuestra comprensión sobre el proceso de adquisición de conocimiento. Estas y otras implicaciones para la evaluación del aprendizaje de los estudiantes se discuten en el presente trabajo.

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Section: Introductionunclassified

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

Martínez¹,

Pérez²,

Collantes³

et al. 2020

TCE

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“…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.…”

Section: The Chronometric Constructive Cognitive Learning Evaluation Model (C3-lem)mentioning

confidence: 99%

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

Morales-Martinez

Torres

Castro-Gonzalez

et al. 2021

IJLTER

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This study evaluated the effects of academic learning on the organization and structure of a knowledge schema among psychology students. The authors designed three studies based on the Chronometric Constructive Cognitive Learning Evaluation Model. This article describes the first method of evaluation, which included a conceptual definition task based on the Natural Semantic Networks technique. The participants' task was to define ten target concepts using verbs, nouns, or adjectives as definers, and then rate the quality of each definer, taking into account the degree of semantic relationship between it and the target concept. The results suggest that the students' initial knowledge schema underwent modifications due to the restructuration of the cognitive structure of knowledge, the assimilation of new information nodes, and the elimination or establishment of new relationships between the conceptual nodes of the knowledge schema. The measurement of these cognitive expressions of academic learning through mental representation techniques can have relevant implications for cognitive characterization in student learning and the design of new teaching strategies that take account of the cognitive psychology principles of information processing underlying academic learning.

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“…Thus, the classifier uses a student's schema-related word-recognition times to assess whether the student has integrated new knowledge into long-term memory or has retained information in her/his short-term memory (e.g., to pass a test) or no new schemata were acquired at all. Figure 3B shows the role of this net classifier within a cognitive constructive-responsive/chronometric assessment of learning [38,39].…”

Section: Adaptive Instruction and The Constructive/chronometric E-assmentioning

confidence: 99%

“…In a functional adaptive instruction system such as the one shown in Figure 8, the student model is a domain-specific well-trained classifier. Empirical research in several knowledge domains has shown that this type of classifier yields successful classification in 95-98% of instances [38].…”

Section: The Student Modelmentioning

confidence: 99%

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

Morales-Martinez¹,

Mezquita-Hoyos²,

Gonzalez-Trujillo³

et al. 2018

From Natural to Artificial Intelligence - Algorithms and Applications

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This chapter presents a comprehensive method of implementing e-assessment in adaptive e-instruction systems. Specifically, a neural net classifier capable of discerning whether a student has integrated new schema-related concepts from course content into her/his lexicon is used by an expert system with a database containing natural mental representations from course content obtained from students and teachers for adapting e-instruction. Mental representation modeling is used to improve student modeling. Implications for adaptive hypermedia systems and hypertext-based instructions are discussed. Furthermore, it is argued that the current research constitutes a new cognitive science empirical direction to evaluate knowledge acquisition based on meaning information.

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New Approaches to E-Cognitive Assessment of E-Learning

Abstract: Abstract

Cited by 12 publications

References 20 publications

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

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

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

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

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