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

Guadalupe Elizabeth Morales Martínez; Rafael Manuel López Pérez; Ángel García Collantes; Ernesto Octavio López Ramírez (†)

doi:10.51302/tce.2020.371

Authors

Guadalupe Elizabeth Morales Martínez Investigadora del Laboratorio de Ciencia Cognitiva del Instituto de Investigaciones sobre la Universidad y la Educación de la Universidad Nacional Autónoma de México
Rafael Manuel López Pérez Presidente de la Fundación Universitaria Behavior & Law (España)
Ángel García Collantes Profesor del grado de Criminología de la Universidad a Distancia de Madrid, UDIMA (España)
Ernesto Octavio López Ramírez (†) Investigador del Laboratorio de Ciencia Cognitiva de la Facultad de Psicología de la Universidad Autónoma de Nuevo León (México)

DOI:

https://doi.org/10.51302/tce.2020.371

Keywords:

digital learning evaluation, cognitive science, computational simulation, semantic priming, natural semantic network

Abstract

We describe an innovative approach to evaluate learning from a cognitive vision. Functionality of a constructive-chronometric evaluation model to measure academic learning is illustrated across several domains of knowledge. This evaluation model provides a wide range of indicators on cognitive characteristics of knowledge acquired throughout academic learning. The studies' evidence suggests that the evaluation model proposed here is effective in the cognitive measurement of academic learning. The implementation of cognitive science assessment tools in the field of education can be very useful to broaden our understanding of the knowledge acquisition process. These and other implications for the evaluation of student learning are discussed in this paper.

Downloads

Download data is not yet available.

References

Bastian, M., Heymann, S. y Jacomy, M. (2009). Gephi: An Open Source Software for Exploring and Manipulating Networks. Association for the Advancement of Artificial Intelligence. Recuperado de https://gephi.org/publications/gephi-bastian-feb09.pdf (consultado el 8 de agosto de 2019).

Bell, B. y Bronwen C. (2002). Formative Assessment and Science Education. Nueva York: Science & Technology Education Library/ Kluwer academic Publisher.

Bersano-Méndez, N. I., Schaeffer, S. E. y Bustos-Jiménez, J. (2012). Metrics and models forsocial networks. En A. Abraham y A. E. Hassanien (Eds.), Computational Social Networks: Tools, Perspectives and Applications (pp. 115-142). Londres: Springer Verlag. doi: https://doi.org/10.1007/978-1-4471-4048-1.

Brown, P. C., Roediger III, H. L. y McDaniel, M. A. (2014). Apréndetelo: la ciencia del aprendizaje exitoso. México: Paidós.

Calenda, M. y Tammaro, R. (2015). The assessment of learning: from competence to new evaluation. Procedia-Social and Behavioral Sciences, 174, 3.885-3.892. doi: https://doi.org/10.1016/j.sbspro.2015.01.1129.

Corrigan, D., Buntting, C., Jones, A. y Gunstone, R. (2013). Valuing assessment in science education: an introductory framework. En D. Corrigan, R. Gunstone y A. Jones (Eds.), Valuing Assessment in Science Education: Pedagogy, Curriculum, Policy (pp. 1-9). Dordrecht, Holanda: Springer. doi: https://doi.org/10.1007/978-94-007-6668-6.

Figueroa, J. G., González, E. G. y Solís, V. M. (1976). An approach to the problem of meaning: semantic networks. Journal of Psycholinguistic Research, 5(2), 107-115. doi: https://doi.org/10.1007/BF01067252.

Figueroa, J. G., González, E. G. y Solís, V. M. (1981). Una aproximación al problema del significado: las redes semánticas. Revista Latinoamericana de Psicología, 13(3), 447-458.

Fitzgerald, A. y Gunstone, R. (2013). Embedding assessment within primary school science: a case study. En D. Corrigan, R. Gunstone, R. y A. Jones, A. (Eds.), Valuing Assessment in Science Education: Pedagogy, Curriculum, Policy (pp. 307-324). Dordrecht, Holanda: Springer. doi: https://doi.org/10.1007/978-94-007-6668-6.

García, D. J. P. (2018). Evaluación del aprendizaje del esquema de conocimiento adquirido en una materia de psicología desde una perspectiva conexionista (Tesis de licenciatura inédita). Universidad Pedagógica Nacional Plantel Ajusco. Licenciatura en Psicología Educativa. Ciudad de México, México.

Gipps, C. V. (1994). Beyond Testing: Towards a Theory of Educational Assessment. Londres: The Falmer Press.

González, C. J., López, E. O. y Morales, G. E. (2013). Evaluating moral schemata learning. International Journal of Advances in Psychology, 2(2), 130-136.

Gordon, E. W. y Rajagopalan, K. (2016). The Testing and Learning Revolution: The Future of Assessment in Education. Nueva York: Palgrave Macmillan. doi: https://doi.org/10.1057/9781137519962.

Itoyama, K., Nitta, T. y Fujiki, T. (2007). On the relation between semantic network and association map for the assessment of class work. En M. Iskander (Ed.), Innovations in E-learning, Instruction Technology, Assessment, and Engineering Education (pp.199-204). Dordrecht, Holanda: Springer.

Joughin. G. (Ed.). (2009). Assessment, Learning and Judgement in Higher Education. Dordrecht, Holanda: Springer. doi: https://doi.org/10.1007/978-1-4020-8905-3.

Lachman, R., Lachman, J. L. y Butterfield, E. C. (1979). Cognitive Psychology and Information Processing: An Introduction. Hillsdale, Nueva Jersey: Lawrence Erlbaum Associates.

López, E. O. (1996). Schematically Related Word Recognition. (Order No. 9613356). Available from ProQuest Dissertations & Theses Global (304292488). Recuperado de https://search.proquest.com/docview/304292488?accountid=14598 (consultado el 8 de septiembre de 2018).

López, R. E. O. y Theios, J. (1992). Semantic analyzer of schemata organization (SASO). Behavior Research Methods, Instruments, & Computers, 24(2), 277-285. doi: https://doi.org/10.3758/BF03203508.

López, E. O. y Theios, J. (1996). Single word schemata priming: a connectionist approach. 69th Annual Meeting of the Midwestern Psychological Association. Chicago, IL.

López, E. O., Morales, G. E., Hedlefs, I. y González, J. (2014). New empirical directions to evaluate online learning. International Journal of Advances in Psychology, 3(2), 40-47.

López, R. E. O., Morales, M. G. E., Hedlefs, A. M.ª I., González, T. C. J. y Moreno, M. A. P. (2015). Nuevas direcciones empíricas en la investigación e innovación de tecnología educativa para la evaluación del aprendizaje en línea: una aproximación conexionista. Ciencia UANL, 18(71), 52-64.

Madaus, G. F., Haney, W. y Kreitzer, A. (2000). The role of testing in evaluations. En D. L. Stufflebeam, G. F. Madaus y T. Kellaghan

T. (Eds.), Evaluation Models: Viewpoints on Educational and Human Services Evaluation (pp. 113-125). (2nd ed.). Nueva York: Kluwer Academic Publishers.

McNamara, T. P. (2005). Semantic Priming: Perspectives from Memory and Word Recognition. Nueva York: Psychology Press.

Morales, M. G. E. (2015). Protocolo para la recolección de conceptos objetivo y definidores centrales y diferidos (PRECODECD): un sistema de codificación de conceptos extraídos de las redes semánticas naturales. Manuscrito no publicado, Instituto e Investigaciones sobre la Universidad y la Educación, Universidad Nacional Autónoma de Nuevo León.

Morales, M. G. E. (2019). Sistema de evaluación cognitiva constructiva cronométrica del aprendizaje en línea. Manuscrito presentado para su publicación.

Morales, M. G. E., López, R. E. O., Hedlefs, A. M.ª I. y González, T. C. J. (2014). Recuperando el paso en la evaluación del aprendizaje en línea en la era digital: una aproximación conexionista. Revista Ingenierías, 17(65), 27-36.

Morales-Martínez, G. E. y López-Ramírez, E. O. (2016). Cognitive responsive e-assessment of constructive e-learning. Journal of e-Learning and Knowledge Society, 12(4), 39-49. doi: https://doi.org/10.20368/1971-8829/1187.

Morales-Martínez, G. E. y Santos-Alcántara, M.ª G. (2015). Alternative empirical directions to evaluate schemata organization and meaning. Advances in Social Sciences Research Journal, 2(9), 51-58. doi: https://doi.org/10.14738/assrj.29.1412.

Morales-Martínez, G. E., López-Ramírez, E. O. y López-González, A. E. (2015). New approaches to e-cognitive assessment of e-learning. International Journal for e-Learning Security (IJeLS), 5(2), 449-453. doi: https://doi.org/10.20533/ijels.2046.4568.2015.0057.

Morales-Martínez, G. E., López-Ramírez, E. O. y Velasco-Moreno, D. (2016). Alternative e-learning assessment by mutual constrain of responsive and constructive techniques of knowledge acquisition evaluation. International Journal for Infonomics (IJI), 9(3), 1.195-1.200. doi: https://doi.org/10.20533/iji.1742.4712.2016.0145.

Morales-Martínez, G. E., López-Ramírez, E. O., García-Durán, J. P. y Urdiales-Ibarra, M.ª E. (2018). Cognitive Constructive-Chronometric Techniques as a Tool for the E-Assessment of Learning. International Journal of Learning, Teaching and Educational Research, 17(2), 159-176. doi: https://doi.org/10.26803/ijlter.17.2.10.

Morales-Martínez, G. E., López-Ramírez, E. O., Castro-Campos, C., Villarreal-Treviño, M.ª G., y Gonzales-Trujillo, C. J. (2017). Cognitive analysis of meaning and acquiredmental representations as an alternative measurement method technique to innovate e-assessment. European Journal of Educational Research, 6(4), 455-464. doi: https://doi.org/10.12973/eu-jer.6.4.455.

Morales-Martínez, G. E., Mezquita-Hoyos, Y. N., González-Trujillo, C. J., López-Ramírez, E. O. y García-Durán, P. J. (2018). Formative e-assessment of schema acquisition in the human lexicon as a tool in adaptive online instruction (pp. 69-88). En R. López-Ruiz (Ed.), From Natural to Artificial Intelligence: Algorithms and Application. Londres, Reino Unido: IntechOpen.

Muldoon, N. y Lee, C. (2007). Formative and summative assessment and the notion of constructive alignment. En S. Frankland (Ed.), Enhancing Teaching and Learning through Assessment (pp. 98-108). Dordrecht, Holanda: Springer.

Rogers, T. T. y McClelland, J. L. (2004). Semantic Cognition: A Parallel Distributed Processing Approach. Massachusetts, EE. UU.: MIT Press.

Rumelhart, D. E., Smolensky, P., McClelland, J. L., y Hinton, G. (1986). Schemata and sequential thought processes. En J. L. McClelland, D. E. Rumelhart y The PDP Research Group. Parallel Distributed Processing: Explorations in the Microstructure of Cognition (Vol. 2, pp. 7-57). Massachusetts, EE. UU.: MIT Press.

Sanders, L. W. y Horn, P. S. (1995). Educational assessment reassessed: the usefulnessof standardized and alternative measures of student achievement. Education Policy Analysis Archives, 3(6), 1-15.

Shute, V. J. y Becker, B. J. (2010). Prelude: assessment for the 21st century. En V. J. Shute y B. J. Becker (Eds.), Innovative Assessment for the 21st Century (pp. 1-11). Nueva York, EE. UU.: Springer. doi: https://doi.org/10.1007/978-1-4419-6530-1.

Stufflebeam D. L., Madaus G. F. y Kellaghan T. (Eds.). (2002). Evaluation Models: Viewpoints on Educational and Human Services Evaluation (2nd ed.). Nueva York: Kluwer Academic Publishers.

Tillema, H. H. (2009). Assessment for learning to teach: appraisal of practice teaching lessons by mentors, supervisors, and student teachers. Journal of Teacher Education, 60(2), 155-167. doi: https://doi.org/10.1177/0022487108330551.

Urdiales-Ibarra, M.ª E., López-Ramírez, E. O., Castro-Campos, C., Villarreal-Treviño, M.ª G. y Carrillo-Colón, J. E. (2018). Biology schemata knowledge organization and meaning formation due to learning: a constructivechronometric approach to concept mapping usability. Creative Education, 9(16), 2.693-2.706. doi: https://doi.org/10.4236/ce.2018.916203.