Research Article https://doi.org/10.12973/eu-jer.12.2.837 European Journal of Educational Research Volume 12, Issue 2, 837 - 850. ISSN: 2165-8714 https://www.eu-jer.com/ Constructive Cognitive Assessment of Learning in a Course on the Computational Cognition in Psychology Students Guadalupe Elizabeth Morales-Martinez * National Autonomous University of Mexico (UNAM), MEXICO Angel Garcia-Collantes Distance University of Madrid (UDIMA), SPAIN Rafael Manuel Lopez-Perez Fundación Universitaria Behavior & Law, SPAIN Received: October 31, 2022 ▪ Revised: January 9, 2023 ▪ Accepted: March 13, 2023 Abstract: Learning evaluation is a complex task, and this study illustrates the Constructive Assessment of Learning as a complementary alternative to evaluate the computational cognition schema construction. The authors designed a mental representational task under the Chronometric Constructive Cognitive Learning Evaluation Model. Control and experimental groups performed a conceptual definition task based on the Natural Semantic Network technique (NSN). They defined ten target concepts related to computational cognition theory, using verbs, nouns, and adjectives as definers. Afterward, the participants rated the conceptual quality of each definer one by one, on a scale of one to ten; the higher the rating, the greater the quality of the definer to define the target concept. The results indicate that the NSN technique was sensitive to measuring and discriminating cognitive changes in knowledge structures produced by the specific learning of computational cognition theory. In contrast, the learning of broad psychology subjects produced general cognitive changes without organization related to the specific learning of the evaluated course. Data showed more sophisticated cognitive change patterns on the evaluated schema in the experimental group than in the control group. The findings of this study suggest that cognitive assessment techniques can be helpful in the formative assessment of learning and provide clear indicators of students' knowledge management skills. Keywords: Academic learning, cognitive evaluation, mental representation of knowledge, natural semantic networks. To cite this article: Morales-Martinez, G. E., Garcia-Collantes, A., & Lopez-Perez, R. M. (2023). Constructive cognitive assessment of learning in a course on the computational cognition in psychology students. European Journal of Educational Research, 12(2), 837-850. https://doi.org/10.12973/eu-jer.12.2.837 Introduction Incorporating technological advances into the educational field and the emergence of a new vision of learning and teaching transformed student and teacher roles in face-to-face and digital school environments. The student's mind is no longer seen as a mere receiver of knowledge but actively participates in learning. On the other hand, the teachers' task goes beyond transmitting information; now, they are facilitators of learning experiences considering the students' characteristics, interests, and motivations. Moreover, the teacher encourages students to learn knowledge management skills. In short, learning and teaching went from a linear vision to a conception of co-construction of knowledge. Educational technology innovations reflect this conceptual change in learning and teaching. For example, in digital instruction, educational platforms stimulate self-regulated learning. The digital, interactive, and immersive didactic resources help students to immerse themselves in interesting and challenging activities. Asynchronous and synchronous communication tools used between students and teachers promote independent time-management. These and other developments in digital instruction provide new opportunities to learn and teach throughout the 21st century vision. In contrast to the advances in instruction, learning evaluation presents a gap in integrating new technologies and advances in learning science to develop alternative means of evaluation that align with the needs of the 21st century classroom. Morales-Martinez (2020) mentioned that most current evaluation instruments in digital education are technological encapsulations of the tools of knowledge evaluation that have long been used in face-to-face teaching. On the other hand, no instruments measure all aspects of learning (El-Yassin, 2015). Furthermore, instruments that provide numerical indicators currently predominate. In this regard, Conway et al. (1992) pointed out that numerical indicators do not necessarily reflect the ability to retain knowledge in the long term. In addition, instruments such as tests, provide little information to discriminate between successful strategies unrelated to learning and the acquisition * Corresponding author: Guadalupe Elizabeth Morales-Martinez, National Autonomous University of Mexico (UNAM), Mexico.  gemoramar@hotmail.com © 2023 The Author(s). Open Access - This article is under the CC BY license (https://creativecommons.org/licenses/by/4.0/).