Formative assessment in distance learning education with cognitive and metacognitive measurements

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dc.contributor.authorPimentel E.P.
dc.contributor.authorOmar N.
dc.date.accessioned2024-03-13T01:38:35Z
dc.date.available2024-03-13T01:38:35Z
dc.date.issued2008
dc.description.abstractTraditional 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. Copyright © 2008, IGI Global.
dc.description.firstpage49
dc.description.issuenumber3
dc.description.lastpage58
dc.description.volume4
dc.identifier.doi10.4018/jicte.2008070106
dc.identifier.issn1550-1337
dc.identifier.urihttps://dspace.mackenzie.br/handle/10899/37577
dc.relation.ispartofInternational Journal of Information and Communication Technology Education
dc.rightsAcesso Restrito
dc.subject.otherlanguageFormative assessment
dc.subject.otherlanguageKnowledge monitoring
dc.subject.otherlanguageMetacognition
dc.titleFormative assessment in distance learning education with cognitive and metacognitive measurements
dc.typeArtigo
local.scopus.citations2
local.scopus.eid2-s2.0-47649089394
local.scopus.updated2024-05-01
local.scopus.urlhttps://www.scopus.com/inward/record.uri?partnerID=HzOxMe3b&scp=47649089394&origin=inward
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