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Linking Assessment and Learning Analytics to Support Learning Processes in Higher Education

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Learning, Design, and Technology

Abstract

In higher education assessments are mostly used for summative purposes such as grading and certifying. Albeit, assessments are also considered to support learning processes by offering formative feedback to learners about their current performance and how to improve. Even though such feedback might enhance learners’ self-regulated learning processes, it is used infrequently due to resource constraints. In addition, the competences, skills, and knowledge that should be assessed are evermore complex. To derive valid inferences about learners’ current performance, ongoing assessments across contexts are desirable. With the advancing use of digital learning environments, learning analytics are also coming in for increasing discussion in higher education. However, learning analytics are still not sufficiently linked to learning theory and are lacking empirical evidence. Hence, the purpose of this paper is to propose how theory on assessment and related feedback can be linked to learning analytics with regard to supporting self-regulated learning. Therefore, relevant concepts of assessment, assessment design, and feedback plus current perspectives on learning analytics are introduced. Based on this theoretical foundation, a conceptual integrative framework and potential learning analytics features were derived. The framework and its implications plus further research needs are discussed and concluded.

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  1. University of Mannheim, Mannheim, Germany

    Clara Schumacher

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  1. Clara Schumacher
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Editors and Affiliations

  1. College of Info, Ste G150, Univ of North Texas, Denton, TX, USA

    Michael J Spector

  2. School of Education, Virginia Tech, Blacksburg, VA, USA

    Barbara B Lockee

  3. School of Education, Baker University, Overland Park, KS, USA

    Marcus D. Childress

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  1. Learning, Design and Technology, University of Mannheim, Mannheim, Germany

    Dirk Ifenthaler

  2. Curtin University, Perth, WA, Australia

    Dirk Ifenthaler

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Schumacher, C. (2020). Linking Assessment and Learning Analytics to Support Learning Processes in Higher Education. In: Spector, M., Lockee, B., Childress, M. (eds) Learning, Design, and Technology. Springer, Cham. https://doi.org/10.1007/978-3-319-17727-4_166-1

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