Designing for Impact: A Conceptual Framework for Learning Analytics as Self-Assessment Tools

Autor/inn/en	Tormey, Roland; Hardebolle, Cécile; Pinto, Francisco; Jermann, Patrick
Titel	Designing for Impact: A Conceptual Framework for Learning Analytics as Self-Assessment Tools
Quelle	In: Assessment & Evaluation in Higher Education, 45 (2020) 6, S.901-911 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Tormey, Roland) ORCID (Jermann, Patrick)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0260-2938
DOI	10.1080/02602938.2019.1680952
Schlagwörter	Design; Learning Analytics; Self Evaluation (Individuals); Student Evaluation; Independent Study; Data Collection; Student Journals + Suchen Sie Ihr Suchwort? Schulnote; Studentische Bewertung; Selbststudium; Data capture; Datensammlung; Studentenzeitung
Abstract	Although it is frequently claimed that learning analytics can improve self-evaluation and self-regulated learning by students, most learning analytics tools appear to have been developed as a response to existing data rather than with a clear pedagogical model. As a result there is little evidence of impact on learning. Even fewer learning analytics tools seem to be informed by an understanding of the social context and social practices within which they would be used. As a result, there is very little evidence that learning analytics tools are actually impacting on practice. This paper draws on research in self-regulated learning and in the social practices of learning and assessment to clarify a series of design issues which should be considered by those seeking to develop learning analytics tools which are intended to improve student self-evaluation and self-regulation. It presents a case study of how these design issues influenced the development of a particular tool: the Learning Companion. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01