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Teaching with learning analytics:how to connect computer-based assessment data with classroom instruction?
Technology, Pedagogy and Education ( IF 3.870 ) Pub Date : 2020-10-13 , DOI: 10.1080/1475939x.2020.1825992
Wilfried Admiraal 1 , Jordi Vermeulen 2 , Jacquelien Bulterman-Bos 3
Affiliation  

ABSTRACT

Computer-based assessments can provide students with feedback to guide their learning as well as inform teachers who extract information to prepare their teaching. Five secondary school teachers were monitored during one school year to answer the following research questions: (1) What kind of student data do teachers use for their teaching practice? (2) How do teachers use student data for their instructional practice? and (3) How are these classroom instructions evaluated by students? To use data for their teaching practice, teachers preferred data with detailed information about each student, task and response. In class, teachers focused on providing low-performing students with feedback, either by themselves or by a high-performing peer student. Subsequently, low-performing students evaluated this formative assessment practice more positively than high-performing students as they valued the chance to practise and the additional feedback and instruction they received in class. Implications for teacher support are discussed.



中文翻译:

通过学习分析进行教学:如何将基于计算机的评估数据与课堂教学联系起来?

摘要

基于计算机的评估可以为学生提供反馈,以指导他们的学习,并告知提取信息的老师以准备他们的教学。在一个学年中,对五名中学教师进行了监测,以回答以下研究问题:(1)老师在教学实践中使用哪种学生数据?(2)教师如何将学生数据用于教学实践?(3)学生如何评价这些课堂指导?为了将数据用于他们的教学实践,教师更喜欢包含每个学生,任务和答案的详细信息的数据。在课堂上,老师专注于向表现不佳的学生提供反馈,无论是他们自己还是表现出色的同伴。后来,与成绩优异的学生相比,成绩较差的学生对这种形成性评估实践的评价更为积极,因为他们重视练习的机会以及他们在课堂上获得的额外反馈和指导。讨论了对教师支持的影响。

更新日期:2020-10-13
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