摘要：The article reviews the Reuven Feuerstein cognitive map as an assessment tool. The aim of the article, therefore, was the analysis of the cognitive map as part of the evaluation, cognitive science and its relevance as a tool to used in the classroom. Methodology for the achievement of the target was revised from a wide literature on evaluation, the practice of qualifying contributions from cognitive science and neuroscience advances, concluding with the cognitive map and a proposed design to systematize the information according to the elements of the cognitive map proposed by Feuerstein. Conclusions: The cognitive map is an assessment tool that meets the needs of students and the conceptual framework defined and accepted by the academic community. The operational benefits of the cognitive map are apparent in light of advances in brain function and mind in the learning process
其他摘要：The article reviews the Reuven Feuerstein cognitive map as an assessment tool. The aim of the article, therefore, was the analysis of the cognitive map as part of the evaluation, cognitive science and its relevance as a tool to used in the classroom. Methodology for the achievement of the target was revised from a wide literature on evaluation, the practice of qualifying contributions from cognitive science and neuroscience advances, concluding with the cognitive map and a proposed design to systematize the information according to the elements of the cognitive map proposed by Feuerstein. Conclusions: The cognitive map is an assessment tool that meets the needs of students and the conceptual framework defined and accepted by the academic community. Theoperational benefits of the cognitive map are apparent in light of advances in brain function and mind in the learning process
