COMPUTERIZED METHODOLOGY FOR THE EVALUATION OF LEVEL OF KNOWLEDGE

This article considers the problem of a formal representation and iden tification of an individual's level of knowledge. Knowledge is conside red as the systematic structurization of information received in perce ption. The computer implemented methodology reported here includes Rep resentation of the initial information (data) in the form of interlink ed information structures producing a systematic hierarchical dynamic network. Relative evaluations of the level of each individual's knowle dge in terms of their semantic network's macrosystemic informational c omplexity (MC). The results of an empirical study utilizing this metho dology is reported. 331 high school students from eleven classrooms co mpleted a pair-wise similarity rating task of ten mathematics terms al ong with a standardized math achievement test. The information contain ed in the similarity data was given an algorithmic representation, whi ch in turn yielded a minimal spectrum of the information nodes making up a systemic representation in the form of a hierarchical network. Th e prospects of tailoring this methodology such that a student could re ceive graphical feedback and numerical evaluations of their level of k nowledge is discussed. This approach clearly has applications in the a reas of computer-based learning and intelligent computer-assisted inst ruction. The novelty of the solutions to the problems addressed by thi s work include A direct informational measure of the generation of kno wledge. Computer-based restoration of the logical connections made in the process of reflection and accommodation (which introduces the poss ibility to control and monitor this process). A modern mathematical me thod, based on the identification of an informational law for concrete objects, which can represent the latent bound information harbored in systems of dynamic structure. An objective evaluation of the logical connections within a hierarchical network in terms of MC. This approac h introduces a new research tool to cognitive science, cognitive psych ology, educational psychology, and other related fields of study.