A cognitive tool to evaluate meaning formation of course contents

A learning-oriented assessment approach

Claudia Jaquelina Gonzalez, Ernesto Octavio Lopez, Guadalupe Elizabeth Morales

Research output: Chapter in Book/Report/Conference proceedingConference contribution

1 Citation (Scopus)

Abstract

It is argued that by using cognitive science tools to analyze meaning formation then a new empirical research approach to learning oriented assessment is implemented. In order to achieve this, a sample of 37 pregraduate students in the School Psychology Program was required to provide conceptual definitions to relevant schemata related concepts from a course on Psychoeducational Evaluation Methods of academic performance by using a natural semantic network technique. Then a system is presented capable of producing emergent schemata behavior from concept organization obtained from natural semantic nets. Results showed through simulated schemata behavior that semantic organization of acquired course content is based on how students signify new knowledge rather than on structure/organization of knowledge underlying schemata. Implications to formative and summative assessment of learning are discussed.

Original languageEnglish
Title of host publicationProceedings of 2018 6th International Conference on Information and Education Technology, ICIET 2018
PublisherAssociation for Computing Machinery (ACM)
Pages52-55
Number of pages4
ISBN (Electronic)9781450353595
DOIs
Publication statusPublished - 6 Jan 2018
Event6th International Conference on Information and Education Technology, ICIET 2018 - Osaka, Japan
Duration: 6 Jan 20188 Jan 2018

Conference

Conference6th International Conference on Information and Education Technology, ICIET 2018
CountryJapan
CityOsaka
Period6/1/188/1/18

Fingerprint

Semantics
Students

All Science Journal Classification (ASJC) codes

  • Human-Computer Interaction
  • Computer Networks and Communications
  • Computer Vision and Pattern Recognition
  • Software

Cite this

Gonzalez, C. J., Lopez, E. O., & Morales, G. E. (2018). A cognitive tool to evaluate meaning formation of course contents: A learning-oriented assessment approach. In Proceedings of 2018 6th International Conference on Information and Education Technology, ICIET 2018 (pp. 52-55). Association for Computing Machinery (ACM). https://doi.org/10.1145/3178158.3178204
Gonzalez, Claudia Jaquelina ; Lopez, Ernesto Octavio ; Morales, Guadalupe Elizabeth. / A cognitive tool to evaluate meaning formation of course contents : A learning-oriented assessment approach. Proceedings of 2018 6th International Conference on Information and Education Technology, ICIET 2018. Association for Computing Machinery (ACM), 2018. pp. 52-55
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Gonzalez, CJ, Lopez, EO & Morales, GE 2018, A cognitive tool to evaluate meaning formation of course contents: A learning-oriented assessment approach. in Proceedings of 2018 6th International Conference on Information and Education Technology, ICIET 2018. Association for Computing Machinery (ACM), pp. 52-55, 6th International Conference on Information and Education Technology, ICIET 2018, Osaka, Japan, 6/1/18. https://doi.org/10.1145/3178158.3178204

A cognitive tool to evaluate meaning formation of course contents : A learning-oriented assessment approach. / Gonzalez, Claudia Jaquelina; Lopez, Ernesto Octavio; Morales, Guadalupe Elizabeth.

Proceedings of 2018 6th International Conference on Information and Education Technology, ICIET 2018. Association for Computing Machinery (ACM), 2018. p. 52-55.

Research output: Chapter in Book/Report/Conference proceedingConference contribution

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AB - It is argued that by using cognitive science tools to analyze meaning formation then a new empirical research approach to learning oriented assessment is implemented. In order to achieve this, a sample of 37 pregraduate students in the School Psychology Program was required to provide conceptual definitions to relevant schemata related concepts from a course on Psychoeducational Evaluation Methods of academic performance by using a natural semantic network technique. Then a system is presented capable of producing emergent schemata behavior from concept organization obtained from natural semantic nets. Results showed through simulated schemata behavior that semantic organization of acquired course content is based on how students signify new knowledge rather than on structure/organization of knowledge underlying schemata. Implications to formative and summative assessment of learning are discussed.

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Gonzalez CJ, Lopez EO, Morales GE. A cognitive tool to evaluate meaning formation of course contents: A learning-oriented assessment approach. In Proceedings of 2018 6th International Conference on Information and Education Technology, ICIET 2018. Association for Computing Machinery (ACM). 2018. p. 52-55 https://doi.org/10.1145/3178158.3178204