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Formative Assessment and Certification in Lifelong Learning with Cognitive and Metacognitive Measurements

Formative Assessment and Certification in Lifelong Learning with Cognitive and Metacognitive Measurements
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Author(s): Edson P. Pimentel (Federal University of ABC, Santo André, SP, Brazil), Marcio Porto Feitosa (Mackenzie P. University, São Paulo, SP, Brazil) and Nizam Omar (Mackenzie P. University, São Paulo, SP, Brazil)
Copyright: 2010
Pages: 17
Source title: ICTs for Modern Educational and Instructional Advancement: New Approaches to Teaching
Source Author(s)/Editor(s): Lawrence A. Tomei (Robert Morris University, USA)
DOI: 10.4018/978-1-60566-936-6.ch021

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Abstract

Traditional forms of assessment used in face-to-face and distance learning education are insufficient to ascertain the increase of the knowledge acquired and the learners progress, therefore do not provide enough information to detect their learning gaps necessary to improve their competencies . Another point is that traditional assessment ways rarely involve the student in monitoring his own learning through his metacognitive abilities. Nowadays, professional skills to obtain a working position changes at the same velocity than the increase of knowledge and have to be considered by any professional and/or student to be qualified for a new job. This paper presents a model for formative assessment and certification in Lifelong Learning based on cognitive and metacognitive measurements that will make possible the identification of the professional learning gaps showing a roadmap to obtain educational and conceptual certification for his/her competence. 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.

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