Learning Analytics to improve Formative Assessment strategies
In digital education, learning analytics should support active monitoring and dynamic decision-making during learning processes; they are mainly based on digital assessment, through which it is possible to collect and elaborate data about students’ progresses. In this paper we start from Black and W...
| Main Authors: | , , , , |
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| Format: | Article |
| Language: | English |
| Published: |
Italian e-Learning Association
2019-10-01
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| Series: | Je-LKS: Journal of E-Learning and Knowledge Society |
| Subjects: | |
| Online Access: | http://je-lks.org/ojs/index.php/Je-LKS_EN/article/view/1135057 |
| _version_ | 1811228987372863488 |
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| author | Alice Barana Alberto Conte Cecilia Fissore Marina Marchisio Sergio Rabellino |
| author_facet | Alice Barana Alberto Conte Cecilia Fissore Marina Marchisio Sergio Rabellino |
| author_sort | Alice Barana |
| collection | DOAJ |
| description | In digital education, learning analytics should support active monitoring and dynamic decision-making during learning processes; they are mainly based on digital assessment, through which it is possible to collect and elaborate data about students’ progresses. In this paper we start from Black and Wiliam’s theoretical framework on formative assessment, which identified 5 key strategies that 3 agents (student, peers and teacher) pursue when enacting formative practices in a context of traditional learning, and we integrate it in a framework of innovative didactics. In particular, we consider the use of a Digital Learning Environment integrated with an Automatic Assessment System based on the engine of an Advanced Computing Environment to build interactive materials with automatic assessment according to a specific model of formative assessment. In this framework, rooted in activity theory, the Digital Learning Environment plays the role of mediating artifact in the activity of enacting the strategies of formative assessment. Though several examples of application of automatic formative assessment in several contexts and modalities, we show how it is possible to use the data gathered through the Digital Learning Environment to improve the enactment of Black and Wiliam’s strategies of formative assessment, strengthen and evaluate their action. |
| first_indexed | 2024-04-12T10:05:43Z |
| format | Article |
| id | doaj.art-ab9b40d0bb8244adb5eecb9d0ceaccfb |
| institution | Directory Open Access Journal |
| issn | 1826-6223 1971-8829 |
| language | English |
| last_indexed | 2024-04-12T10:05:43Z |
| publishDate | 2019-10-01 |
| publisher | Italian e-Learning Association |
| record_format | Article |
| series | Je-LKS: Journal of E-Learning and Knowledge Society |
| spelling | doaj.art-ab9b40d0bb8244adb5eecb9d0ceaccfb2022-12-22T03:37:26ZengItalian e-Learning AssociationJe-LKS: Journal of E-Learning and Knowledge Society1826-62231971-88292019-10-0115310.20368/1971-8829/1135057Learning Analytics to improve Formative Assessment strategiesAlice Barana0Alberto Conte1Cecilia Fissore2Marina Marchisio3Sergio Rabellino4University of TurinUniversity of TurinUniversity of TurinUniversity of TurinUniversity of TurinIn digital education, learning analytics should support active monitoring and dynamic decision-making during learning processes; they are mainly based on digital assessment, through which it is possible to collect and elaborate data about students’ progresses. In this paper we start from Black and Wiliam’s theoretical framework on formative assessment, which identified 5 key strategies that 3 agents (student, peers and teacher) pursue when enacting formative practices in a context of traditional learning, and we integrate it in a framework of innovative didactics. In particular, we consider the use of a Digital Learning Environment integrated with an Automatic Assessment System based on the engine of an Advanced Computing Environment to build interactive materials with automatic assessment according to a specific model of formative assessment. In this framework, rooted in activity theory, the Digital Learning Environment plays the role of mediating artifact in the activity of enacting the strategies of formative assessment. Though several examples of application of automatic formative assessment in several contexts and modalities, we show how it is possible to use the data gathered through the Digital Learning Environment to improve the enactment of Black and Wiliam’s strategies of formative assessment, strengthen and evaluate their action.http://je-lks.org/ojs/index.php/Je-LKS_EN/article/view/1135057Automatic AssessmentFormative AssessmentInteractive DidacticsLearning AnalyticsVirtual Learning Environment |
| spellingShingle | Alice Barana Alberto Conte Cecilia Fissore Marina Marchisio Sergio Rabellino Learning Analytics to improve Formative Assessment strategies Je-LKS: Journal of E-Learning and Knowledge Society Automatic Assessment Formative Assessment Interactive Didactics Learning Analytics Virtual Learning Environment |
| title | Learning Analytics to improve Formative Assessment strategies |
| title_full | Learning Analytics to improve Formative Assessment strategies |
| title_fullStr | Learning Analytics to improve Formative Assessment strategies |
| title_full_unstemmed | Learning Analytics to improve Formative Assessment strategies |
| title_short | Learning Analytics to improve Formative Assessment strategies |
| title_sort | learning analytics to improve formative assessment strategies |
| topic | Automatic Assessment Formative Assessment Interactive Didactics Learning Analytics Virtual Learning Environment |
| url | http://je-lks.org/ojs/index.php/Je-LKS_EN/article/view/1135057 |
| work_keys_str_mv | AT alicebarana learninganalyticstoimproveformativeassessmentstrategies AT albertoconte learninganalyticstoimproveformativeassessmentstrategies AT ceciliafissore learninganalyticstoimproveformativeassessmentstrategies AT marinamarchisio learninganalyticstoimproveformativeassessmentstrategies AT sergiorabellino learninganalyticstoimproveformativeassessmentstrategies |