Titlebook: Assessment Analytics in Education; Designs, Methods and Muhittin Sahin,Dirk Ifenthaler Book 2024 The Editor(s) (if applicable) and The Auth

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An Architecture for Formative Assessment Analytics of Multimodal Artefacts in ePortfolios Supported rning modules. Our aim is to analyse the various modalities of produced multimodal content, such as ePortfolios, and to provide teachers with explainable metrics that represent human assessment rubrics in order to generate personalised feedback. To demonstrate the feasibility of the architecture, we

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Book 2024ity of vast and highly varied amounts of data from learners, teachers, learning environments, and administrative systems within educational settings, further opportunities arise for advancing pedagogical assessment practice (Ifenthaler et al., 2018). .This book fully details these opportunities, as

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Carlos Pargas,Pablo Wagner Hitschfeldly, obtained clusters were named while considering the quiz-taking behaviors and academic achievements of the students within the clusters. The obtained clusters were named as follows: ., ., ., and .. It is expected that the findings obtained will contribute to the literature in understanding the dy

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Matias Sepulveda,Estefania Birrerentries can be used to calculate these measures? This contribution looks at indicators focusing on data for supporting metacognitive learning strategies and illustrates especially the process to extract measures of behavioral engagement from raw log data and its conversion into high-information feed

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Sang-Hun Lee MD,Hong-Geun Jung MD, PhDe attitude and effort, which were consistent across the different courses. Given the identified relationships and their consistency, learning analytics has the potential to significantly enhance the quality of tertiary education. Further, these findings emphasise the critical importance of leveragin

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Jessica J. M. Telleria,Bruce Sangeorzanrdinated series of three empirical studies using social network analysis with digital behavioral data from 4628 distance learners in 930 groups. We use an unobtrusive assessment analytics approach to collect and analyze learner data from both formative and summative assessments, thereby mitigating t