Cognitive chronometric assessment of constructive knowledge: an empirical approach to support formative assessment

CJG Trujillo, EOL Ramirez, MEU Ibarra

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

Abstract

A cognitive system using mental chronometry to innovate assessment of students
learning outcomes is presented. High school and bachelor students from several knowledge domains are required to use a natural semantic technique to provide mental representations of course schemata contents at the beginning and end of the course. At the end of course, schemata related word pairs due to learning obtained from students ́ semantic nets are used to compare recognition times of these concepts against other semantic related concepts. Results showed that specific priming effects are obtained from schemata related concepts after successful learning. Implications to formative constructive knowledge assessment are presented.
Original languageEnglish
Title of host publication1st International Conference on Advance and Scientific Innovation 23–24 April 2018, Medan, Indonesia
Number of pages5
Volume1175
Publication statusPublished - 7 Jun 2019
EventThe 3erd International Conference on Social Sciences, Law, Arts and Humanities 2018: ICOP - Alam Sutera., Jakarta, Indonesia
Duration: 5 Sep 20186 Sep 2018
Conference number: 3
http://humanities.binus.ac.id/icsslah/

Publication series

NameIOP: JPCS

Conference

ConferenceThe 3erd International Conference on Social Sciences, Law, Arts and Humanities 2018
Abbreviated titleICSSLAH 2018
CountryIndonesia
CityJakarta
Period5/9/186/9/18
Internet address

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semantics
bachelor
learning
student
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knowledge
time

Cite this

Trujillo, CJG., Ramirez, EOL., & Ibarra, MEU. (2019). Cognitive chronometric assessment of constructive knowledge: an empirical approach to support formative assessment. In 1st International Conference on Advance and Scientific Innovation 23–24 April 2018, Medan, Indonesia (Vol. 1175). (IOP: JPCS).
Trujillo, CJG ; Ramirez, EOL ; Ibarra, MEU. / Cognitive chronometric assessment of constructive knowledge: an empirical approach to support formative assessment. 1st International Conference on Advance and Scientific Innovation 23–24 April 2018, Medan, Indonesia. Vol. 1175 2019. (IOP: JPCS).
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Trujillo, CJG, Ramirez, EOL & Ibarra, MEU 2019, Cognitive chronometric assessment of constructive knowledge: an empirical approach to support formative assessment. in 1st International Conference on Advance and Scientific Innovation 23–24 April 2018, Medan, Indonesia. vol. 1175, IOP: JPCS, The 3erd International Conference on Social Sciences, Law, Arts and Humanities 2018, Jakarta, Indonesia, 5/9/18.

Cognitive chronometric assessment of constructive knowledge: an empirical approach to support formative assessment. / Trujillo, CJG; Ramirez, EOL; Ibarra, MEU.

1st International Conference on Advance and Scientific Innovation 23–24 April 2018, Medan, Indonesia. Vol. 1175 2019. (IOP: JPCS).

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

TY - GEN

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N2 - A cognitive system using mental chronometry to innovate assessment of studentslearning outcomes is presented. High school and bachelor students from several knowledge domains are required to use a natural semantic technique to provide mental representations of course schemata contents at the beginning and end of the course. At the end of course, schemata related word pairs due to learning obtained from students ́ semantic nets are used to compare recognition times of these concepts against other semantic related concepts. Results showed that specific priming effects are obtained from schemata related concepts after successful learning. Implications to formative constructive knowledge assessment are presented.

AB - A cognitive system using mental chronometry to innovate assessment of studentslearning outcomes is presented. High school and bachelor students from several knowledge domains are required to use a natural semantic technique to provide mental representations of course schemata contents at the beginning and end of the course. At the end of course, schemata related word pairs due to learning obtained from students ́ semantic nets are used to compare recognition times of these concepts against other semantic related concepts. Results showed that specific priming effects are obtained from schemata related concepts after successful learning. Implications to formative constructive knowledge assessment are presented.

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Trujillo CJG, Ramirez EOL, Ibarra MEU. Cognitive chronometric assessment of constructive knowledge: an empirical approach to support formative assessment. In 1st International Conference on Advance and Scientific Innovation 23–24 April 2018, Medan, Indonesia. Vol. 1175. 2019. (IOP: JPCS).