Determining students assessment feedback preferences for personal analytics solutions : final report.
In a mass and increasingly expanding higher education system we are seeing more participation of students from diverse backgrounds than ever before. In an education system that is under pressure, however, students have routinely said they do not get enough access to staff and feedback to support the...
| Institution: | University of Melbourne |
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| Những tác giả chính: | , |
| Được phát hành: |
Australia. Dept of Education and Training (DET)
2019
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| Những chủ đề: | |
| Truy cập trực tuyến: | https://ltr.edu.au/resources/SD15-5221_Corrin_Report_2020.pdf |
| Tóm tắt: | In a mass and increasingly expanding higher education system we are seeing more participation of students from diverse backgrounds than ever before. In an education system that is under pressure, however, students have routinely said they do not get enough access to staff and feedback to support their learning. Learning analytics provides new opportunities to use data collected through students’ activities and assessments to provide feedback. For these student-facing analytics tools to present the right feedback in ways that students can interpret and use to improve their learning, however, a greater understanding of students’ preferences for assessment feedback is required. This report presents the findings of a study that explored students’ assessment feedback preferences and the ways that such feedback can be represented. The findings showed that the form of feedback wanted by students varied based on the type of assessment and students’ previous feedback experiences. There was also a desire for more feedback to be provided pre-task and ways to demonstrate progress across assessment tasks. These findings can be used to inform the design of student-facing analytics systems to ensure that the feedback provided is useful and interpretable by students to support their learning strategies. [Publisher summary, ed] |
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| số ISBN: | 9781760519971 (PDF) 9781760519988 (DOCX) 9781760519964 (Print ed) 9781760519971 (PDF) 9781760519988 (DOCX) 9781760519964 (Print ed) |
