Technology applied in education can provide great benefits and overcome challenges by facilitating access to learning objects anywhere and anytime. However, technology alone is not enough, since it requires suitable planning and learning methodologies. Using technology can be problematic, especially in determining whether learning has occurred or not. Futhermore, if learning has not occured, technology can make it difficult to determine how to mitigate this lack of learning. This paper presents a set of new metrics for measuring student's acquired understanding of a content in technology-based education platforms. Some metrics were taken from the literature "as is", some were modified slighty, while others were added. The hypothesis is that we should not only focus on traditional scoring, because it only counts the number of hits/errors and does not consider any other aspect of learning. We applied all metrics to an assessment conducted in a high school class in which we show specific cases, along with metrics, where very useful information can be obtained from by combining several metrics. We conclude that the proposed metrics are promising for measuring student's acquired understanding of a content, as well as for teachers to measure student's weaknesses.

中文翻译：

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数字教育平台学习评估的新指标

应用于教育的技术可以通过随时随地方便访问学习对象来提供巨大的好处并克服挑战。然而，仅靠技术是不够的，因为它需要合适的规划和学习方法。使用技术可能会出现问题，尤其是在确定学习是否发生时。此外，如果没有发生学习，技术可能会使确定如何减轻这种学习不足的问题变得困难。本文提出了一组新指标，用于衡量学生对基于技术的教育平台内容的理解程度。一些指标“按原样”取自文献，一些稍加修改，而另一些则添加。假设是我们不应该只关注传统的评分，因为它只计算命中/错误的数量，并没有考虑任何其他方面的学习。我们将所有指标应用于在高中课堂上进行的评估，在该评估中我们展示了特定案例以及指标，通过组合多个指标可以从中获得非常有用的信息。我们得出的结论是，所提出的指标有望衡量学生对内容的理解，以及教师衡量学生的弱点。