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

    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.

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