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

Abstract

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.

Chronometric Constructive Cognitive Learning Evaluation Model: Measuring the Construction of the Human Cognition Schema of Psychology Students

“…The NSN and Gephi analyses indicated that the participants entered the course with a previous-knowledge schema or a knowledge pre-schema (see Table 1 and Figure 3). The existence of a knowledge pre-schema has been observed in other studies (e.g., Morales-Martinez, Lopez-Perez et al, 2020); however, the organization and structure are rudimentary. This finding suggests that students generally have a vague schema about the knowledge they will acquire in their courses, and it is based on this schema that they reorganize and reconfigure the information they will learn in class.…”

“…Changes in the configuration of the schematic structure have been observed in other studies that have used the C3-LEM (Morales-Martinez, Lopez-Perez et al, 2020;Morales-Martínez, Mezquita-Hoyos et al, 2018;Urdiales-Ibarra et al, 2018).…”

“…Mental representation studies based on the C3-LEM have provided evidence that students construct or reconstruct their declarative knowledge schemata as a result of the learning obtained during a course. For example, Morales-Martinez, Lopez-Perez et al (2020) applied the NSN technique to measure the knowledge schema arising from a course on the Computational Theory of Mind. They observed that students enter the course with a pre-schema.…”

Constructive Cognitive Assessment of Learning in a Course on the Computational Cognition in Psychology Students

“…The cognitive sciences' theoretical, experimental, and mental representation paradigms help measure the cognitive changes due to academic learning. In this regard, the Chronometric Constructive Cognitive Learning Evaluation Model (C3-LEM) (Lopez-Ramirez et al, 2014;Morales-Martinez, 2020;Morales-Martinez et al, 2015, 2017Morales-Martinez & Lopez-Ramirez, 2016), is a functional cognitive approach for assessing the cognitive changes produced by learning in the student's minds. This cognitive learning evaluation model works under human serial and parallel information processing principles.…”

Cognitive Assessment of Knowledge Consolidation in a Course on the Diagnostic Evaluation of Learning Disorders in Psychology Students

“…In this regard, cognitive psychology offers a wide range of measurement tools to help build these new evaluation systems. For example, the Chronometric Constructive Cognitive Learning Evaluation Model or C3-LEM (Lopez et al, 2014;Morales-Martinez, 2020;, 2017Morales-Martinez & Lopez-Ramirez, 2016;Morales-Martinez, Lopez-Perez et al, 2020;Morales-Martinez, Hedlefs-Aguilar et al, 2021;, is an initiative that proposes the combined use of research techniques and digital tools in cognitive science to explore the mechanisms of knowledge acquisition and to promote student learning. This model is based on the principles and laws of human cognitive function from the Human Information Processing (HIP) and Parallel Distributed Processing (PDP) approach.…”