Details
| Originalsprache | Englisch |
|---|---|
| Titel des Sammelwerks | TEFA 2016 Technology-Enhanced Formative Assessment |
| Untertitel | Proceedings of the 3rd Workshop on Technology-Enhanced Formative Assessment (TEFA 2016) co-located with the 11th European Conference on Technology Enhanced Learning: Adaptive and Adaptable Learning (EC-TEL 2016) |
| Seiten | 16-36 |
| Seitenumfang | 21 |
| Publikationsstatus | Veröffentlicht - 2016 |
| Veranstaltung | 3rd Workshop on Technology-Enhanced Formative Assessment, TEFA 2016 - Lyon, Frankreich Dauer: 16 Sept. 2016 → … |
Publikationsreihe
| Name | CEUR Workshop Proceedings |
|---|---|
| Herausgeber (Verlag) | CEUR Workshop Proceedings |
| Band | 1850 |
| ISSN (Print) | 1613-0073 |
Abstract
This article aims to compare the teacher and students' perceptions on the formative assessment process carried out in a blended course in Brazil. To achieve this goal, the authors used analytics techniques to analyse the online activities which were supported by the LearnWeb collaborative platform. The performed analysis investigated metrics related to the interactive student profile considering learning activities such as: creating groups of resources, selecting, uploading and commenting on learning resources. The results show that clustering and classification techniques may be used to investigate students profile and can be useful in preventing students' dropout. The authors conducted a survey to draw an analogy between users' opinions about the course and their behaviour on the platform. The questionnaires results highlighted the positive impressions, awareness, and motivation of the teacher and of the students during the formative assessment process.
ASJC Scopus Sachgebiete
- Informatik (insg.)
- Allgemeine Computerwissenschaft
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TEFA 2016 Technology-Enhanced Formative Assessment: Proceedings of the 3rd Workshop on Technology-Enhanced Formative Assessment (TEFA 2016) co-located with the 11th European Conference on Technology Enhanced Learning: Adaptive and Adaptable Learning (EC-TEL 2016). 2016. S. 16-36 (CEUR Workshop Proceedings; Band 1850).
Publikation: Beitrag in Buch/Bericht/Sammelwerk/Konferenzband › Aufsatz in Konferenzband › Forschung › Peer-Review
}
TY - GEN
T1 - Formative assessment supported by analytics techniques
T2 - 3rd Workshop on Technology-Enhanced Formative Assessment, TEFA 2016
AU - Morais, Alana
AU - Medeiros, Danielle
AU - Taibi, Davide
AU - Marenzi, Ivana
PY - 2016
Y1 - 2016
N2 - This article aims to compare the teacher and students' perceptions on the formative assessment process carried out in a blended course in Brazil. To achieve this goal, the authors used analytics techniques to analyse the online activities which were supported by the LearnWeb collaborative platform. The performed analysis investigated metrics related to the interactive student profile considering learning activities such as: creating groups of resources, selecting, uploading and commenting on learning resources. The results show that clustering and classification techniques may be used to investigate students profile and can be useful in preventing students' dropout. The authors conducted a survey to draw an analogy between users' opinions about the course and their behaviour on the platform. The questionnaires results highlighted the positive impressions, awareness, and motivation of the teacher and of the students during the formative assessment process.
AB - This article aims to compare the teacher and students' perceptions on the formative assessment process carried out in a blended course in Brazil. To achieve this goal, the authors used analytics techniques to analyse the online activities which were supported by the LearnWeb collaborative platform. The performed analysis investigated metrics related to the interactive student profile considering learning activities such as: creating groups of resources, selecting, uploading and commenting on learning resources. The results show that clustering and classification techniques may be used to investigate students profile and can be useful in preventing students' dropout. The authors conducted a survey to draw an analogy between users' opinions about the course and their behaviour on the platform. The questionnaires results highlighted the positive impressions, awareness, and motivation of the teacher and of the students during the formative assessment process.
UR - http://www.scopus.com/inward/record.url?scp=85021860574&partnerID=8YFLogxK
M3 - Conference contribution
AN - SCOPUS:85021860574
T3 - CEUR Workshop Proceedings
SP - 16
EP - 36
BT - TEFA 2016 Technology-Enhanced Formative Assessment
Y2 - 16 September 2016
ER -