In this work we present the preliminary results provided by the statistical modeling of the cognitive relationship between the knowledge about a topic a the ability to assess peer achievements on the same topic. Our starting point is Bloom's taxonomy of educational objectives in the cognitive domain, and our outcomes confirm the hypothesized ranking. A further consideration that can be derived is that meta-cognitive abilities (e.g., assessment) require deeper domain knowledge.
Towards a quantitative evaluation of the relationship between the domain knowledge and the ability to assess peer work / DE MARSICO, Maria; Sterbini, Andrea; Temperini, Marco. - ELETTRONICO. - (2015), pp. 1-6. (Intervento presentato al convegno International Conference on Information Technology Based Higher Education and Training, ITHET 2015 tenutosi a Lisbon nel 11-13 June 2015) [10.1109/ITHET.2015.7218036].
Towards a quantitative evaluation of the relationship between the domain knowledge and the ability to assess peer work
DE MARSICO, Maria;STERBINI, Andrea;TEMPERINI, Marco
2015
Abstract
In this work we present the preliminary results provided by the statistical modeling of the cognitive relationship between the knowledge about a topic a the ability to assess peer achievements on the same topic. Our starting point is Bloom's taxonomy of educational objectives in the cognitive domain, and our outcomes confirm the hypothesized ranking. A further consideration that can be derived is that meta-cognitive abilities (e.g., assessment) require deeper domain knowledge.| File | Dimensione | Formato | |
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