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

New Metrics for Learning Evaluation in Digital Education Platforms