Abstract
Learning Analytics is an important trend in education. In conventional classroom settings, however, a sound basis of digital data for analytics is lacking. Therefore, it is important to develop the methodologies and technologies to utilize the scattered and heterogeneous bits of available data as effective as possible. It is also important to deploy simple and usable tools to teachers that could help them within the context conditions and constraints of their daily work. In this paper, we introduce a prototypical approach for learning Analytics in the classroom and a simple data collection tool named Flower Tool. This tool enables collecting and comparing students’ self-assessments with teacher-lead assessments and the results of external tests. In a first field study, we gathered feedback from students and teachers about the approach, indicating a strong acceptance and a number of potential advantages for the assessment and reflection processes in the classroom.
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This work was conducted in the context of the LEA’s BOX project, contracted under number 619762, of the 7th Framework Programme of the European Commission. This document does not represent the opinion of the EC and the EC is not responsible for any use that might be made of its content.
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Kickmeier-Rust, M.D., Firtova, L. (2019). Learning Analytics in the Classroom: Comparing Self-assessment, Teacher Assessment and Tests. In: Di Mascio, T., et al. Methodologies and Intelligent Systems for Technology Enhanced Learning, 8th International Conference. MIS4TEL 2018. Advances in Intelligent Systems and Computing, vol 804. Springer, Cham. https://doi.org/10.1007/978-3-319-98872-6_16
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DOI: https://doi.org/10.1007/978-3-319-98872-6_16
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