Broadening the Scope and Increasing the Usefulness of Learning Analytics: The Case for Assessment Analytics

This paper argues that the role that assessment could play within a learning analytics strategy is both significant and, as yet, underdeveloped and underexplored. It proposes that assessment analytics has the potential to make a valuable contribution to the field of learning and academic analytics by both broadening its scope and increasing its usefulness. In doing so it considers issues of operationalization and then moves on to define what we might understand as assessment analytics

Gaelic dialect of Colonsay

This thesis provides a description of the Scottish Gaelic dialect spoken on the Inner Hebridean island of Colonsay. This dialect has not previously been the subject of any serious academic research. Gaelic was the dominant language on Colonsay until the 1970s, but the local dialect is now in terminal decline, with only a handful of fluent speakers still living on the island. The study focusses mainly on the phonology of the dialect, but other aspects such as morphology, syntax and lexis are also covered. Following a brief introduction, Chapter 1 seeks to situate the dialect in its wider geographical, historical and sociolinguistic context, highlighting the major changes that have taken place in the past forty years, and have led to its present endangered situation. Chapter 2, which comprises approximately half the thesis, examines the phonological structure of the dialect in detail, based on the results of the Survey of the Gaelic Dialects of Scotland (SGDS). Issues of phonetic and phonemic transcription are discussed. The phonemes identified are then listed, with their respective allophones and non-allophonic variants. Chapter 3 deals with prosodic and other non-segmental features which are of significance for the phonology of the dialect. Chapter 4 highlights those aspects of morphology and syntax where Colonsay usage differs from other varieties of Gaelic. Chapter 5 discusses lexical features which are particular to this dialect, or shared with neighbouring dialects in Argyll. An annotated Glossary lists words which are of particular interest in the study of this dialect, some of which are discussed in more detail in Chapter 5. This thesis will provide future students of Gaelic dialectology with an account of the Colonsay dialect, to complement the numerous monographs that have been written about other varieties of Gaelic. Because of the precarious position of this dialect, the timing of this study is critical: it represents the last opportunity to ‘preserve by record’ a distinctive variety of Gaelic which, sadly, is on the verge of extinction

Reflexive learning, socio-cognitive conflict and peer-assessment to improve the quality of feedbacks in online tests

International audienceOur previous works have introduced the Tsaap-notes platform dedicated to the semi automatic generation of multiple choice questionnaire providing feedbacks: it reuses interactive questions asked by teachers during lectures, as well as the notes taken by students after the presentation of the results as feedbacks integrated into the quizzes. In this paper, we introduce a new feature which aims at increasing the number of contributions of students in order to significantly improve the quality of the feedbacks used in the resulting quizzes. This feature splits the submission of an answer into several distinct phases to harvest explanations given by students, and then applies an algorithm to filter the best contributions to be integrated as feedbacks in the tests. Our approach has been validated by a first experimentation involving master students enrolled in a computer science course

Examining increased flexibility in assessment formats

There have been calls in the literature for changes to assessment practices in higher education, to increase flexibility and give learners more control over the assessment process (Boud and Falchikov 2006; Nicol and MacFarlane-Dick 2006; Taras 2002). This article explores the possibilities of allowing student choice in the format used to present their work, as a starting point for changing assessment, based on recent studies and current examples of flexible assessment practice in Higher Education. The benefits of this flexible assessment format approach are highlighted, along with a discussion of classic assessment considerations such as validity, reliability and marking concerns. The role of technology in facilitating assessment method choice is considered, in terms of new opportunities for providing student choice in the way they evidence their learning and present their work. Considerations for implementing flexible assessment choices into the curriculum are presented, along with a call that further research into such practice is needed to develop a comprehensive set of practical recommendations and best practice for implementation of flexible assessment choice into the curriculum. The article should be of interest to curriculum developers and academics considering implementing changes to the assessment process to increase student ownership and control

Innovation in assessment: building student confidence in preparation for unfamiliar assessment methods

Innovative assessment methods in which students are active participants promote deeper learning. A group debate and a webfolio were implemented as methods of assessment in the 2015 undergraduate midwifery curriculum, with the assessment tools being evaluated by students. Thematic analysis of the evaluations showed students enjoyed undertaking innovative methods of assessment, they developed confidence and engaged meaningfully with the content to be assessed. Students also commented they developed multiple skills required for future professional practice as a midwife. Thorough preparation of students to undertake an innovative method of assessment however is vital in fostering student confidence

Perceptions of Portuguese undergraduate students about assessment: a study in five public universities

This paper draws upon a broader piece of research on assessment in higher education, particularly focusing on issues regarding the fairness and effectiveness of the assessment methods and their implications for the learning process. The perceptions of undergraduate students are analysed taking into account the effectiveness and fairness of both traditional and learner-centred assessment methods, as well their influence on the learning process. In total, 624 students participated in this study in five Portuguese Public Universities in different areas of knowledge and programmes. Data were collected through questionnaires. Findings suggest that assessment is seen as more effective and fairer when it is done through the use of learner-centred assessment methods rather than by traditional assessment (e.g. written tests or exams). The students also claim that they devote more time to study when assessment is performed through learner-centred assessment methods than by traditional ones. The most used assessment methods are written tests and oral presentations in group. However, differences in the programmes were identified as well as differences according to gender. Implications of the findings for assessment and for the teaching and learning process are discussed.CIEC - Centro de Investigação em Estudos da Criança, IE, UMinho (UI 317 da FCT), Portugal. Fundos Nacionais através da FCT (Fundação para a Ciência e a Tecnologia) e cofinanciado pelo Fundo Europeu de Desenvolvimento Regional (FEDER) através do COMPETE 2020 – Programa Operacional Competitividade e Internacionalização (POCI) no âmbito do CIEC (Centro de Investigação em Estudos da Criança, da Universidade do Minho) com a referência POCI-01-0145-FEDER-007562info:eu-repo/semantics/publishedVersio

The educational impact of assessment: a comparison of DOPS and MCQs

Aim: To evaluate the impact of two different assessment formats on the approaches to learning of final year veterinary students. The relationship between approach to learning and examination performance was also investigated. Method: An 18-item version of the Study Process Questionnaire (SPQ) was sent to 87 final year students. Each student responded to the questionnaire with regards to DOPS (Direct Observation of Procedural Skills) and a Multiple Choice Examination (MCQ). Semi-structured interviews were conducted with 16 of the respondents to gain a deeper insight into the students’ perception of assessment. Results: Students’ adopted a deeper approach to learning for DOPS and a more surface approach with MCQs. There was a positive correlation between an achieving approach to learning and examination performance. Analysis of the qualitative data revealed that deep, surface and achieving approaches were reported by the students and seven major influences on their approaches to learning were identified: motivation, purpose, consequence, acceptability, feedback, time pressure and the individual difference of the students. Conclusions: The format of DOPS has a positive influence on approaches to learning. There is a conflict for students between preparing for final examinations and preparing for clinical practice

Reflexive learning, socio-cognitive conflict and peer-assessment to improve the quality of feedbacks in online tests

Our previous works have introduced the Tsaap-notes platform dedicated to the semi automatic generation of multiple choice questionnaire providing feedbacks: it reuses interactive questions asked by teachers during lectures, as well as the notes taken by students after the presentation of the results as feedbacks integrated into the quizzes. In this paper, we introduce a new feature which aims at increasing the number of contributions of students in order to significantly improve the quality of the feedbacks used in the resulting quizzes. This feature splits the submission of an answer into several distinct phases to harvest explanations given by students, and then applies an algorithm to filter the best contributions to be integrated as feedbacks in the tests. Our approach has been validated by a first experimentation involving master students enrolled in a computer science course

E-learning: you don't always get what you hope for

Despite substantial growth in the use of information and communication technologies (ICT) throughout western societies, there is much evidence of technology-led innovations within Higher Education (HE) failing to achieve the anticipated transformations in learning and teaching. This paper reviews evidence from research and evaluation studies relating not only to e-learning, but also to wider HE practices. It argues that the use of ICT does not, in itself, result in improved educational outcomes and ways of working. It considers contextual factors that are of greater significance in determining how and why e-learning is used in HE. Students' engagement with e-learning relates to their expectations and conceptions of learning and to assessment demands. Academics need to re-assess their own beliefs and practices concerning teaching and assessment and their impact on the experience of learners. Both teachers and learners need to understand why e-learning activities are to be undertaken and the rewards expected to be derived