Various researchers have emphasized the importance of adopting pedagogical frameworks that can address the challenges of the 21st century. One of these frameworks is the Knowledge Building Pedagogy (KBP), a pedagogical framework that promotes collective inquiry toward the continual resolution of knowledge problems that are valuable to a community (Scardamalia & Bereiter, 1994, Scardamalia, ).

Scardamalia (2002) suggested that the creation and advancement of knowledge depend on Collective Cognitive Responsibility (CCR). CCR refers to members’ commitment to the discourse constructed for the shared improvement of ideas, rather than to the exactitude of the ideas (Chuy, Zhang, Resendes, Bereiter & Scadarmalia, 2009). In other words, the levels of commitment to the symmetrical distribution and improvement of shared ideas are determining factors in the expansive transformation of knowledge objects.

Gutiérrez-Braojos and colleagues (Gutiérrez-Braojos, Salmerón-Vílchez, & García, 2012; Gutiérrez-Braojos, Chen, & Resendes, 2013; Gutiérrez-Braojos, Resendes, & Chen, 2013) purposed a peers evaluation of impacting ideas to analyse CCR. Thus, they created the concept of impacting builders (IB) to analyse CCR. The IB to refer to students who make a high percentage of contributions that impact the community, whereas impacting contributions to refer to contributions that must perform at least one of two complementary functions: i) they must be perceived and accepted by the community as complex cognitive contributions that facilitate a symmetrical distribution of knowledge. They must helping other members to achieve an integrative understanding of the collective knowledge produced up to that moment; ii) they must be perceived and accepted by the as original and potential solutions to the knowledge problems discussed. Thus, they must be the result of retroductive/abductive reasoning.

In this study, we purpose and discuss Scientometric indices that explains students’ impact in a knowledge community supported by a virtual platform (Knowledge Forum). In order to determine the index of builders with potential impact, students were asked to evaluate and select contributions from the database had a great impact on their learning and on advancing the group’s ideas. In parallel, we performed a content analysis from SOLO Taxonomy in order to identify impacting ideas from criterion of external judges. Finally, we checked every indices regarding the evaluation of external judges to identify better indices.

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