Theory of progressive cognitive evidence: foundations for a new model of learning assessment
DOI:
https://doi.org/10.71112/efty4b16Keywords:
Learning assessment, progressive cognitive evidence, learning progression, assessment theory, meaningful learningAbstract
Learning assessment requires moving beyond the exclusive evaluation of final results and incorporating an analysis of the process by which students construct knowledge, especially in a context characterized by the increasing use of digital technologies and artificial intelligence. Within this framework, this essay aims to propose the conceptual foundations of the Theory of Progressive Cognitive Evidence (TPCE) as a new model for learning assessment. It is based on contributions from the Psychology of Learning and Assessment Theory, considering that learning is interpreted through the progression of cognitive evidence generated during its development. TPCE is structured around a central postulate, five principles, a construct, and six dimensions designed to strengthen the understanding and assessment of learning from a processual perspective.
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Copyright (c) 2026 Luis Angel Vega Palomino (Autor/a)
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