Using learner analytics to explore the potential contribution of multimodal formative assessment to academic success in higher education

Using learner analytics to explore the potential contribution of multimodal formative assessment to academic success in higher education

• Kohnke, Lucas Mathias Alfred The Education University of Hong Kong
• Foung, Dennis The University of British Columbia, Canada
• Chen, Julia The Hong Kong Polytechnic University

SAGE Open, 12(2), 2022

SAGE Publications

2022

• L Educational Measurement & Evaluation
  • LC Academic Achievement Tests

Multimodal Formative Assessments English For Academic Purposes Learning Analytics Engagement Blended Courses

• Hong Kong

• 1997.7 onwards

• Post-Secondary Education

• View Full Text 全文連結

Blended learning pedagogical practices supported by learning management systems have become an important part of higher education curricula. In most cases, these blended curricula are evaluated through multimodal formative assessments. Although assessments can strongly affect student outcomes, research on the topic is limited. In this paper, we adopted a learning analytics approach to explore student engagement with formative assessments and the power of these assessments to predict student outcomes in an English for Academic Purposes courses in a Hong Kong university. The study retrieved the data logs from 7,815 students and used the data to analyze student engagement with the formative assessments. The results suggested that the students put effort into completing the assessments. The degree to which assessments predict learning outcomes depend on students’ level of subject knowledge and their understanding of the relevance of the assessments. This study showed that learning analytics provided reliable evidence for understanding students’ engagement and identifying at-risk students. Therefore, learning analytics research has the potential to inform pedagogical practice. Copyright © 2022 The Author(s).

• English

Journal Articles

• 21582440

• 10.1177/21582440221089957

https://bibliography.lib.eduhk.hk/bibs/e5ca80ca

2022-07-07