Assessment Validity and Learning Analytics as Prerequisites for Ensuring Student-Centred Learning Design

Autor/inn/en	Divjak, Blaženka; Svetec, Barbi; Horvat, Damir; Kadoic, Nikola
Titel	Assessment Validity and Learning Analytics as Prerequisites for Ensuring Student-Centred Learning Design
Quelle	In: British Journal of Educational Technology, 54 (2023) 1, S.313-334 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Divjak, Blaženka)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0007-1013
DOI	10.1111/bjet.13290
Schlagwörter	Test Validity; Learning Analytics; Student Centered Learning; Prerequisites; Graduate Students; Mathematics Education; Student Evaluation + Suchen Sie Ihr Suchwort? Testvalidität; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Voraussetzung; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Mathematische Bildung; Schulnote; Studentische Bewertung
Abstract	To ensure the validity of an assessment programme, it is essential to align it with the intended learning outcomes (LO). We present a model for ensuring assessment validity which supports this constructive alignment and uses learning analytics (LA). The model is based on LA that include a comparison between ideal LO weights (expressing the prioritization of LOs), actual assessment weights (maximum assessment points per LO), and student assessment results (actually obtained assessment points per LO), as well as clustering and trace data analysis. These analytics are part of a continuous improvement cycle, including strategic planning and learning design (LD) supported by LO prioritization, and monitoring and evaluation supported by LA. To illustrate and test the model, we conducted a study on the example of a graduate-level higher education course in applied mathematics, by analysing student assessment results and activity in a learning management system. The study showed that the analyses provided valuable insights with practical implications for the development of sound LD, tailored educational interventions, databases of assessment tasks, recommendation systems, and self-regulated learning. Future research should investigate the possibilities for automation of such LA, to enable full exploitation of their potential and use in everyday teaching and learning. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01