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Learning Analytics in the Classroom: Comparing Self-assessment, Teacher Assessment and Tests

  • Michael D. Kickmeier-RustEmail author
  • Lenka Firtova
Conference paper
Part of the Advances in Intelligent Systems and Computing book series (AISC, volume 804)

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.

Keywords

Learning Analytics Self-assessment Formative assessment 

Notes

Acknowledgements

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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Copyright information

© Springer Nature Switzerland AG 2019

Authors and Affiliations

  1. 1.Graz University of TechnologyGrazAustria
  2. 2.University of Teacher EducationSt. GallenSwitzerland
  3. 3.SCIO s.r.oPragueCzech Republic

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