Diagnostic Cognitive Assessment and E-Learning. Export

@inproceedings{citeulike:6056694, abstract = {Diagnostic Cognitive Assessment (DCA) is an alternative dynamic assessment. It aims at measuring cognitive processes for effective learning support and coaching. DCA is embedded in a digital coaching system (DCS) as an executive director. It contains three sub-models: Expert Knowledge Model, Inference Model, and Student Model. While the Expert Knowledge Model emulates human tutoring by modeling the expert tutor's knowledge, probabilistic inferences of knowledge acquisitions are derived from the Inference Models that are driven by Psychometrics and Bayesian Networks. By observing the students' performances, the Inference Models examine and interpret how learners learn as they trace, track, and record learning activities. The Student Model delivers customized diagnostic analysis to learners, guidance to DCS's Scaffolding function to map the learner's knowledge structure and schema, immediate dynamic diagnosis to Real Time Evaluation of DCS, and aids to collaborative learning in the E-Learning Community. (Contains 27 references.) (Author)}, author = {Leung, Kit H.}, citeulike-article-id = {6056694}, citeulike-linkout-0 = {http://www.eric.ed.gov/ERICWebPortal/detail?accno=ED479566}, day = {0}, keywords = {assessment, cognitive}, month = {October}, posted-at = {2009-11-02 15:44:34}, priority = {2}, publisher = {Association for the Advancement of Computing in Education (AACE), P.O. Box 3728, Norfolk, VA 23514. Tel: 757-623-7588; e-mail: info@aace.org; Web site: http://www.aace.org/DL/.}, title = {Diagnostic Cognitive Assessment and E-Learning.}, url = {http://www.eric.ed.gov/ERICWebPortal/detail?accno=ED479566}, year = {2002} }

TY - CONF ID - citeulike:6056694 L3 - citeulike-article-id:6056694 N2 - Diagnostic Cognitive Assessment (DCA) is an alternative dynamic assessment. It aims at measuring cognitive processes for effective learning support and coaching. DCA is embedded in a digital coaching system (DCS) as an executive director. It contains three sub-models: Expert Knowledge Model, Inference Model, and Student Model. While the Expert Knowledge Model emulates human tutoring by modeling the expert tutor's knowledge, probabilistic inferences of knowledge acquisitions are derived from the Inference Models that are driven by Psychometrics and Bayesian Networks. By observing the students' performances, the Inference Models examine and interpret how learners learn as they trace, track, and record learning activities. The Student Model delivers customized diagnostic analysis to learners, guidance to DCS's Scaffolding function to map the learner's knowledge structure and schema, immediate dynamic diagnosis to Real Time Evaluation of DCS, and aids to collaborative learning in the E-Learning Community. (Contains 27 references.) (Author) TI - Diagnostic Cognitive Assessment and E-Learning. PB - Association for the Advancement of Computing in Education (AACE), P.O. Box 3728, Norfolk, VA 23514. Tel: 757-623-7588; e-mail: info@aace.org; Web site: http://www.aace.org/DL/. KW - assessment KW - cognitive AU - Leung, Kit PY - 2002/10/0/ UR - http://www.eric.ed.gov/ERICWebPortal/detail?accno=ED479566 ER -