  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.
