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2. Formative assessment strategies for students' conceptions—The potential of learning analytics.
- Author
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Stanja, Judith, Gritz, Wolfgang, Krugel, Johannes, Hoppe, Anett, and Dannemann, Sarah
- Subjects
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FORMATIVE tests , *ACADEMIC achievement , *LEARNING ability , *RATING of students , *BIOLOGY education , *COMPUTER science education , *YOUNG adults , *HIGHER education - Abstract
Formative assessment is considered to be helpful in students' learning support and teaching design. Following Aufschnaiter's and Alonzo's framework, formative assessment practices of teachers can be subdivided into three practices: eliciting evidence, interpreting evidence and responding. Since students' conceptions are judged to be important for meaningful learning across disciplines, teachers are required to assess their students' conceptions. The focus of this article lies on the discussion of learning analytics for supporting the assessment of students' conceptions in class. The existing and potential contributions of learning analytics are discussed related to the named formative assessment framework in order to enhance the teachers' options to consider individual students' conceptions. We refer to findings from biology and computer science education on existing assessment tools and identify limitations and potentials with respect to the assessment of students' conceptions. Practitioner notesWhat is already known about this topic Students' conceptions are considered to be important for learning processes, but interpreting evidence for learning with respect to students' conceptions is challenging for teachers.Assessment tools have been developed in different educational domains for teaching practice.Techniques from artificial intelligence and machine learning have been applied for automated assessment of specific aspects of learning.What does the paper add Findings on existing assessment tools from two educational domains are summarised and limitations with respect to assessment of students' conceptions are identified.Relevent data that needs to be analysed for insights into students' conceptions is identified from an educational perspective.Potential contributions of learning analytics to support the challenging task to elicit students' conceptions are discussed.Implications for practice and/or policy Learning analytics can enhance the eliciting of students' conceptions.Based on the analysis of existing works, further exploration and developments of analysis techniques for unstructured text and multimodal data are desirable to support the eliciting of students' conceptions. [ABSTRACT FROM AUTHOR]
- Published
- 2023
- Full Text
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3. The PASCA: A Mail Based Randomized Blinded Peer Assessment System for Complex Artifacts
- Author
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Alexey Neznanov and Olga Maksimenkova
- Subjects
Computer science ,Software requirements specification ,randomization ,computer.software_genre ,Formative assessment ,programming education ,active learning ,0501 psychology and cognitive sciences ,blinding ,Software requirements ,050107 human factors ,educational software ,General Environmental Science ,Educational software ,Multimedia ,05 social sciences ,050301 education ,Collaborative learning ,self-assessment ,collaborative learning ,Peer assessment ,Computer-supported collaborative learning ,Engineering education ,Active learning ,computer supported collaborative learning ,General Earth and Planetary Sciences ,computer science education ,0503 education ,computer - Abstract
Active learning and formative assessment techniques are the cutting edge of the modern education. This paper considers peer assessment automation and touches the topic of high actuality in advancing ICT for active learning. The roots of the study are obtained difficulties in adoption of the currently available peer assessment systems to engineering education introductory courses. The main goal of the paper is to collect software requirements and to build a peer assessment system, which may be easily agreed with standard educational routines (e.g. e-mailing) and which is be able to support complex artifacts interchange during a peer assessment session. The software requirements specification (SRS) for such a system has been created as a result of reviewing educational studies, technical reports and academic publications on common peer assessment processes and existing peer assessment systems. We also introduce the open source Mail-based Randomized Double-Blinded Peer-assessment System for Complex Artifacts called PASCA, which is developed according to this SRS and the results of PASCA adoption to an introductory programming course.
- Published
- 2016
- Full Text
- View/download PDF
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