Making use of data for assessments: harnessing analytics and data science

Ifenthaler, D.; Greiff, S.; Gibson, David

doi:10.1007/978-3-319-53803-7_41-1

Access Status

Fulltext not available

Authors

Ifenthaler, D.

Greiff, S.

Gibson, David

Date

2018

Type

Book Chapter

Metadata

Show full item record

Citation

Ifenthaler D., Greiff S., Gibson D. (2018) Making Use of Data for Assessments: Harnessing Analytics and Data Science, in Voogt, J. and Knezek, G. and Christensen, R. and Lai K.W. (eds), Second Handbook of Information Technology in Primary and Secondary Education. Springer International Handbooks of Education. Cham, Switzerland: Springer.

Source Title

International handbook of IT in primary and secondary education (2 ed.)

DOI

10.1007/978-3-319-53803-7_41-1

ISBN

978-3-319-53803-7

Faculty

Curtin Learning and Teaching (CLT)

School

Learning Futures

URI

http://hdl.handle.net/20.500.11937/75870

Collection

Curtin Research Publications

Abstract

The increased availability of vast and highly varied amounts of data from learners, teachers, learning environments, and administrative systems within educational settings is overwhelming. The focus of this chapter is on how data with a large number of records, of widely differing datatypes, and arriving rapidly from multiple sources can be harnessed for meaningful assessments and supporting learners in a wide variety of learning situations. Distinct features of analytics-driven assessments may include self-assessments, peer assessments, and semantic rich and personalized feedback as well as adaptive prompts for reflection. The chapter concludes with future directions in the broad area of analytics-driven assessments for teachers and educational researchers.