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 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.