Epistemic Network Analysis of Students' Longer Written Assignments as Formative/Summative Evaluation

被引：16

作者：

Fougt, Simon Skov ^{[1
]}

Siebert-Evenstone, Amanda ^{[2
]}

Eagan, Brendan ^{[2
]}

Tabatabai, Sara ^{[2
]}

Misfeldt, Morten ^{[3
]}

机构：

[1] Metropolitan Univ Coll, Nyelandsvej 27-29, DK-2000 Frederiksberg, Denmark

[2] Univ Wisconsin, Educ Sci Bldg,1025 W Johnson St, Madison, WI USA

[3] Aalborg Univ, AC Meyers Vaenge 15, DK-2450 Copenhagen SV, Denmark

来源：

PROCEEDINGS OF THE 8TH INTERNATIONAL CONFERENCE ON LEARNING ANALYTICS & KNOWLEDGE (LAK'18): TOWARDS USER-CENTRED LEARNING ANALYTICS | 2018年

基金：

美国国家科学基金会;

关键词：

Epistemic Network Analysis; pedagogical learning analytics; formative and summative assessment; student assignment;

D O I：

10.1145/3170358.3170414

中图分类号：

TP301 [理论、方法];

学科分类号：

081202 ;

摘要：

This paper reports on an exploratory trial of developing pedagogical visualizations of 16 students' written assignments on literary analysis using two sets of keywords and Epistemic Network Analysis (ENA). The visualizations are aimed at summative evaluation as a tool for the professor to support assessment and understanding of subject learning. Results show that ENA can visually distinguish low, middle and high performing students, but not statistically significantly. Thus, our trial provides a tool for the professor that supports understanding of subject learning and formative assessment.

引用

页码：126 / 130

页数：5

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