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ERIC Number: EJ1011307
Record Type: Journal
Publication Date: 2013-Jul
Pages: 3
Abstractor: ERIC
Reference Count: 12
ISBN: N/A
ISSN: ISSN-0007-1013
Broadening the Scope and Increasing the Usefulness of Learning Analytics: The Case for Assessment Analytics
Ellis, Cath
British Journal of Educational Technology, v44 n4 p662-664 Jul 2013
Learning analytics is a relatively new field of inquiry and its precise meaning is both contested and fluid (Johnson, Smith, Willis, Levine & Haywood, 2011; LAK, n.d.). Ferguson (2012) suggests that the best working definition is that offered by the first Learning Analytics and Knowledge (LAK) conference: "the measurement, collection, analysis and reporting of data about learners and their contexts, for the purposes of understanding and optimising, learning and the environment in which it occurs" (Ferguson, 2012 n.p.; LAK, n.d.). This author argues that there are two key limitations to learning analytics as it is currently envisaged. The first is that learning analytics has only limited usefulness from both a practical and pedagogical perspective. The second is that the scope of learning analytics is limited because it is largely focused on only a portion of the student body. In this paper Ellis proposes that assessment analytics has the potential to make a valuable contribution to the field of learning analytics by both increasing its usefulness and broadening its scope. She goes on to speculate as to why assessment analytics is underexplored and to propose a framework that can be used to begin to define what it might mean. (Contains 1 note.)
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Publication Type: Journal Articles; Reports - Evaluative; Opinion Papers
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A