A cognitive tool to evaluate meaning formation of course contents: a learning-oriented assessment approach

Abstract

It is argued that by using cognitive science tools to analyze meaning formation then a new empirical research approach to learning oriented assessment is implemented. In order to achieve this, a sample of 37 pregraduate students in the School Psychology Program was required to provide conceptual definitions to relevant schemata related concepts from a course on Psychoeducational Evaluation Methods of academic performance by using a natural semantic network technique. Then a system is presented capable of producing emergent schemata behavior from concept organization obtained from natural semantic nets. Results showed through simulated schemata behavior that semantic organization of acquired course content is based on how students signify new knowledge rather than on structure/organization of knowledge underlying schemata. Implications to formative and summative assessment of learning are discussed.