Towards Teaching Analytics: Repertory Grids for Formative Assessment (original) (raw)
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Towards Teaching Analytics: Repertory Grids for Formative Assessment (RGFA)
This paper introduces the Repertory Grid Technique (RGT), developed in personal construct psychology, for Technology Enhanced Formative Assessment (TEFA). Repertory Grid is a method for eliciting personal constructs of learners about elements belonging to the topic of study. The method of Repertory Grid is presented first followed by brief descriptions of two classroom studies and two eye-tracking controlled laboratory studies. Empirical findings contribute to a better understanding of the integration of Repertory Grid into teaching as an in-class learning activity or a take-home exercise, methodological support for teachers to designing and deploying RGT exercises, and computational support for visualizing the Repertory Grid data at the individual student level and whole classroom level for "teaching analytics" purposes. We outline the design and development of the Repertory Grids for Formative Assessment (RGFA) tool and conclude with directions for future work.
Journal of Engineering Education Transformations, 2021
One of the most challenging tasks for faculty in their role as a teacher is to design, administrate, and evaluate formative assessments. This results in a lot of faculty not utilizing the formative assessments as a form of student feedback and make regular changes to the course. In this study, we explore the role of technology in helping faculty implement and analyze formative assessments. We believe the advancement of technology and its increasing applications in education may result in development of novel solutions to this impediment through learning analytics. This paper explores the use of such data analytics to address the challenges impeding the capacity of instructors to provide personalized feedback at scale.The study was implementing in the Computer Science and Engineering Department where a group of faculties who teach undergraduate engineering students. The faculty designed and administered a set of formative assessments in multiple courses through the learning managemen...
Visualizing Repertory Grid Data for Formative Assessment
Repertory grid tools systematically collect data that consists of a topic, its elements, constructs and element ratings. Gaining meaningful insights from repertory grids data is a challenge because data analysis is timeconsuming and a significant mental effort is needed. Visualizations aim at facilitating data analysis through a visual and interactive approach, which allows users to understand their data, reflect, and make better decisions. This paper presents an interactive visualization tool for teachers and students. The tool visualizes repertory grid data using two dashboards, where teachers and students can investigate constructs and rating elements of students at the individual or group level. Visualizing the repertory grid data is an initial attempt towards teaching analytics. Future work will focus on evaluating the tool in a real setting with teachers and students, and collecting suggestions for improvement.
Informating Formative Assessment with Technology
This study examines how technology, in the form of a classroom-specific network, is harnessed by teachers to informate (as opposed to automate) classroom-based formative assessment. The technology used is the Classroom Performance System (CPS), a wireless response system that provides instant, collated feedback to all the students in class, based on their responses to questions (mainly MCQ, true/false kind of questions). The study involved 107 teachers from 30 schools who were involved in designing, implementing and reflecting on lesson activities in various subjects using CPS. The main purpose of the study was to investigate if and how teachers made use of data generated by CPS to tailor their instructional practices to improve students' learning. Our findings revealed not just a range of strategies used by the teachers, but also a range of interactions around the data generated by CPS. Three models of interactions emerged: Judicious teacher/passive student; judicious teacher/r...
Formative assessment and learning analytics
Proceedings of the Third International Conference on Learning Analytics and Knowledge - LAK '13, 2013
Learning analytics seeks to enhance the learning process through systematic measurements of learning related data, and informing learners and teachers of the results of these measurements, so as to support the control of the learning process. Learning analytics has various sources of information, two main types being intentional and learner activity related metadata [1]. This contribution aims to provide a practical application of Shum and Crick's theoretical framework [1] of a learning analytics infrastructure that combines learning dispositions data with data extracted from computerbased, formative assessments. The latter data component is derived from one of the educational projects of ONBETWIST, part of the SURF program 'Testing and Test Driven Learning'.
Learning Analytics to Improve Formative Assessment Strategies
Journal of e-learning and knowledge society, 2019
Je-LKS examples of application of automatic formative assessment in several contexts and modalities, we show how it is possible to use the data gathered by the Digital Learning Environment to improve the enactment of Black and Wiliam's strategies of formative assessment, strengthen and evaluate their action.
How can technology support effectively formative assessment practices
2015
Formative assessment is a process that can inform both teacher and students of their understanding of knowledge at stake. Technology allows to get data, to arrange them and to share them. The FaSMEd project aims to study the effective role of technology within a formative assessment process. This paper presents a preliminary case study allowing to better understand how the teacher processes data from students using technology (i.e., tablets, student response system, IWB) and how he uses them to inform his teaching.
The role of technology in formative assessment with large classes
CERN European Organization for Nuclear Research - Zenodo, 2022
While the benefits and importance of formative assessment are well known, it can be challenging to incorporate formative assessment in large class teaching. This paper outlines how technology can be used to provide engaging, beneficial formative assessment for two cohorts of computer science students (n=138; 170). It provides an overview of the role of self-tests for students as an integral part of learning. They provide immediate feedback to students and also to the lecturer in what areas students need extra support. They are also a useful preparation tool for students in advance of assessment that contributes to their final mark. Student engagement with the self-tests is good, once they know they are available and there are no negative consequences for low scores. The upfront effort required to develop 100 and 150 words briefly specifying the focus and aims, the key findings and the implications or conclusions drawn.
The yin/yang of innovative technology enhanced assessment for promoting student learning
2012
While more sophisticated and constructively aligned assessment is encouraged to promote higher level learning, it is easier to assess knowledge and comprehension than critical thinking and making judgements (Bryan & Clegg 2006). Managing the logistics and resources required for assessing large numbers of students challenges the ethos of placing students at the heart of the learning process and helping them take responsibility for their own learning. The introduction of innovative technology enhanced assessment strategies contests our understanding of the purposes of assessment and affords opportunities for more integrated and personalised approaches to learning and assessment across disciplines. This paper will examine the design, implementation and impacts of innovative assessment strategies forming an integral part of a collaborative lifeworld-led transprofessional curriculum delivered to cohorts of 600 students in health and social work using technology to connect learners to wideranging, humanising perspectives on evidence for guiding practice. Innovative assessment technologies included group blogs, multiple choice electronic or computer assisted assessment (CAA), and an audience response system (ARS) affording combinations of assessment for learning and assessment of learning. We will explore, through analyses of student assessment experiences and student and staff evaluations, how these innovative assessment approaches contribute to effective and efficient blended education enabling students to enhance their practice through promoting and developing critical thinking and reflection for judgement-based practice (Polkinghorne 2004). Secondly, we will debate the yin and yang of contrasting and connecting values associated with the controlled, systematic measurement and objectivity of multiple choice assessments, compared with the formative, iterative and subjective nature of reflective blogging. We will consider relationships between teaching and learning strategies and experiences, breadth and depth of knowledge, passive and active approaches to learning, efficiency and effectiveness, individual and group, multiple choice and discursive assessments, face-to-face and online, on-campus and off-campus learning and assessment experiences.
Formative assessment plays an important role in teaching, to both provide learners with valuable feedback and to improve the teaching process. Recently, novel tools have been developed to support teachers in this context. These tools allow one to analyze the students' activity in detail and guide and improve the teaching process. We present one such tool, and the scenarios in which this tool would be used, following an evaluation. From these scenarios, we deduce the structure of a general analytical process for teachers that yields general requirements for the corresponding analytical tools.