Formative Assessment in Distance Learning Education with Cognitive and Metacognitive Measurements

Traditional forms of assessment used in face-to-face and distance learning education are insufficient to ascertain the learning progress of student and therefore do not provide enough information to detect student learning gaps and improve learning. Another point is that traditional assessment ways...

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Bibliographic Details
Published in:International journal of information and communication technology education 2008-07, Vol.4 (3), p.49-58
Main Authors: Pinheiro Pimentel, Edson, Omar, Nizam
Format: Article
Language:English
Subjects:
Assessment
Cognitive aspects
Distance education
Distance learning
Educational evaluation
Evaluation
Metacognition
Methods
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Summary:Traditional forms of assessment used in face-to-face and distance learning education are insufficient to ascertain the learning progress of student and therefore do not provide enough information to detect student learning gaps and improve learning. Another point is that traditional assessment ways rarely involve the student in monitoring his or her own learning through his metacognitive abilities. This article presents a model for formative assessment in distance learning education based on cognitive and metacognitive measurements that will make possible the identification of student learning gaps. Moreover, it presents the architecture of a computational environment for student knowledge mapping that will allow identifying more specifically the learning gaps in order to supply the educational system with qualitative information.
ISSN:1550-1876
1550-1337
DOI:10.4018/jicte.2008070106