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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]

Abstract In this paper we report on our evaluation of the impact of a flipped classroom approach on the learning experience of students undertaking an undergraduate biology course. The flipped sessions comprised pre-recorded lectures, online quizzes and in-class group activities in the course design. The success of the approach was evaluated on the basis of perceptions held by the course coordinator and students on how the new course design influenced the student learning experience. Data were collected through a student questionnaire and structured interviews with the course coordinator. Overall, the students reported a high degree of satisfaction with some elements of the flipped approach. However, some activities were less well regarded, with concerns identified by the course coordinator and students. A key finding was that elements from the model for student learning design presented in this article were correlated with student confidence, motivation and engagement. It was concluded that refinements of components of the flipped design, such as the pre-recorded lectures and the structure of the in-class sessions, may further enhance the student learning experience in this course. Highlights • Students benefit from the flipped classroom experience when learning designs are planned and effectively aligned. • The design influences the level of student satisfaction and the extent of engagement in in-class activities. • Student satisfaction with their learning experience is associated with student motivation, confidence and engagement. • Identifying specific aspects of the learning experience for improvement gives course coordinators a practical focus. [ABSTRACT FROM AUTHOR]