short-paper

An Integrated Model of Feedback and Assessment: From fine grained to holistic programmatic review

Authors:

Abelardo Pardo,

Fatemeh Salehian Kia,

Ernesto PanaderoAuthors Info & Claims

LAK2023: LAK23: 13th International Learning Analytics and Knowledge Conference

Pages 579 - 584

https://doi.org/10.1145/3576050.3576074

Published: 13 March 2023 Publication History

Abstract

Abstract: Research in learning analytics (LA) has long held a strong interest in improving student self-regulated learning and measuring the impact of feedback on student outcomes. Despite more than a decade of work in this space very little is known around the contextual factors that influence the topics and diversity of feedback and assessment a student encounters during their full program of study. This paper presents research investigating the institutional adoption of a personalized feedback tool. The reported findings illustrate an association between the topics of feedback, student performance, year level of the course and discipline. The results highlight the need for LA research to capture feedback, assessment and learning outcomes over an entire program of study. Herein we propose a more integrated model drawing on contemporary understandings of feedback with current research findings. The goal is to push LA towards addressing more complex teaching and learning processes from a systems lens. The model posed in this paper begins to illustrate where and how LA can address noted deficits in education practice to better understand how feedback and assessment are enacted by instructors and interpreted by students.

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Cited By

Khalil MPrinsloo P(2025)The lack of generalisability in learning analytics research: why, how does it matter, and where to?Proceedings of the 15th International Learning Analytics and Knowledge Conference10.1145/3706468.3706489(170-180)Online publication date: 3-Mar-2025
https://dl.acm.org/doi/10.1145/3706468.3706489
He R(2024)Using a Student-Centered Approach Based on Programmatic Assessment to Improve Professional Behaviors in ICT StudentsProceedings of the 2024 ACM Conference on International Computing Education Research - Volume 210.1145/3632621.3671414(554-556)Online publication date: 12-Aug-2024
https://dl.acm.org/doi/10.1145/3632621.3671414
Jovanović JZamecnik ABarthakur ADawson S(2024)Curriculum analytics: Exploring assessment objectives, types, and grades in a study programEducation and Information Technologies10.1007/s10639-024-13015-0Online publication date: 6-Sep-2024
https://doi.org/10.1007/s10639-024-13015-0
Show More Cited By

Index Terms

An Integrated Model of Feedback and Assessment: From fine grained to holistic programmatic review
1. Applied computing
  1. Education
    1. Interactive learning environments

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cover image ACM Other conferences

LAK2023: LAK23: 13th International Learning Analytics and Knowledge Conference

March 2023

692 pages

ISBN:9781450398657

DOI:10.1145/3576050

Program Chairs:
Isabel Hilliger
Pontificia Universidad Católica de Chile, Chile
,
Hassan Khosravi
University of Queensland, Australia
,
Bart Rienties
Open University, United Kingdom
,
Shane Dawson
University of South Australia, Australia

Copyright © 2023 ACM.

Permission to make digital or hard copies of all or part of this work for personal or classroom use is granted without fee provided that copies are not made or distributed for profit or commercial advantage and that copies bear this notice and the full citation on the first page. Copyrights for components of this work owned by others than ACM must be honored. Abstracting with credit is permitted. To copy otherwise, or republish, to post on servers or to redistribute to lists, requires prior specific permission and/or a fee. Request permissions from [email protected]

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Publication History

Published: 13 March 2023

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LAK 2023

LAK 2023: 13th International Learning Analytics and Knowledge Conference

March 13 - 17, 2023

TX, Arlington, USA

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Overall Acceptance Rate 236 of 782 submissions, 30%

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Cited By

Khalil MPrinsloo P(2025)The lack of generalisability in learning analytics research: why, how does it matter, and where to?Proceedings of the 15th International Learning Analytics and Knowledge Conference10.1145/3706468.3706489(170-180)Online publication date: 3-Mar-2025
https://dl.acm.org/doi/10.1145/3706468.3706489
He R(2024)Using a Student-Centered Approach Based on Programmatic Assessment to Improve Professional Behaviors in ICT StudentsProceedings of the 2024 ACM Conference on International Computing Education Research - Volume 210.1145/3632621.3671414(554-556)Online publication date: 12-Aug-2024
https://dl.acm.org/doi/10.1145/3632621.3671414
Jovanović JZamecnik ABarthakur ADawson S(2024)Curriculum analytics: Exploring assessment objectives, types, and grades in a study programEducation and Information Technologies10.1007/s10639-024-13015-0Online publication date: 6-Sep-2024
https://doi.org/10.1007/s10639-024-13015-0
He RLanham EWood-Bradley G(2024)A Systematic Review of Current Methods Used to Develop Professional Skills in Information Communication Technology Students in Higher EducationProceedings of the Future Technologies Conference (FTC) 2024, Volume 410.1007/978-3-031-73128-0_26(417-436)Online publication date: 6-Nov-2024
https://doi.org/10.1007/978-3-031-73128-0_26

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