Formative Assessment Strategies for Students' Conceptions--The Potential of Learning Analytics

Autor/inn/en	Stanja, Judith; Gritz, Wolfgang; Krugel, Johannes; Hoppe, Anett; Dannemann, Sarah
Titel	Formative Assessment Strategies for Students' Conceptions--The Potential of Learning Analytics
Quelle	In: British Journal of Educational Technology, 54 (2023) 1, S.58-75 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Stanja, Judith) ORCID (Gritz, Wolfgang) ORCID (Krugel, Johannes) ORCID (Hoppe, Anett)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0007-1013
DOI	10.1111/bjet.13288
Schlagwörter	Formative Evaluation; Student Attitudes; Learning Analytics; Student Evaluation; Evaluation Methods; Biology; Computer Science Education; Learning Processes + Suchen Sie Ihr Suchwort? Schülerverhalten; Schulnote; Studentische Bewertung; Biologie; Computer science lessons; Informatikunterricht; Learning process; Lernprozess
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. (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