| dc.description.abstract | Recently, not only instructors and educators are interested in the advent of e-learning, but a number of researchers are eager to shed light on relevant issues on this field. This study conceptualizes learning performance along two dimensions: Type of assessment and unit of assessment. Accordingly, distinction of formative assessment between individual cognition and collective cognition is introduced. This is an important distinction because the attempt regarding formative assessment of collective cognition as the sum of that of individual cognitions may be misguided. More specifically, the intertwined nature of formative assessment of collective cognition and individual cognition suggests researchers draw attention to analyzing cognitive structures and cognitive processes at the individual level as well as at collective level. Furthermore, since the major bottleneck of putting formative assessment into practice lies in the nature of labor-intensive and time-consuming, this study conceives one feasible way: text mining, to relieve the burden imposed on instructors. Data will be gathered from 56 participants enrolling in a “Human Resource Management” course. In the formative assessment of individual cognition, learners’ cognition will be classified into six level, namely knowledge, comprehension, application, analysis, synthesis and evaluation, based on Bloom’s taxonomy of educational objectives. With respect to formative assessment of collective cognition, this study will make use of latent semantic indexing to outline a collective cognition circle. To sum up, the approach introduced in this study serves a well solution to consider formative assessment of both individual cognition and collective cognition. | en_US |