Enriched assessment rubrics: a new medium for enabling teachers to easily assess student’s performance when participating in complex interactive learning scenarios

Petropoulou, Ourania; Vassilikopoulou, M; Retalis, Symeon

doi:10.1007/s12351-009-0047-5

Cited by 9 publications

(11 citation statements)

References 15 publications

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“…In the first instance, they focus on the use of portfolios, learning analytics, and enriched rubrics (e.g., Petropoulou et al, 2011), and in training new teachers in using the data in the tools for assessment. The Partnership for 21st Century Skills (http://www.p21.org/) initiative identifies the need for a professional development initiative that will help teachers incorporate skills necessary for using assessments of 21st Century skills, especially formative assessments.…”

Section: E-assessment Competencementioning

confidence: 99%

Measuring and Visualizing Learning in the Information-Rich Classroom

Reimann

Bull²,

Kickmeier-Rust

et al. 2015

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Integrated information systems are increasingly used in schools, and the advent of the technology-rich classroom requires a new degree of ongoing classroom assessment. Able to track web searches, resources used, task completion time, and a variety of other classroom behaviors, technology-rich classrooms offer a wealth of potential information about teaching and learning. This information can be used to track student progress in languages, STEM, and in 21st Century skills, for instance. However, despite these changes, there has been little change in the kind of data made available to teachers, administrators, students, and parents.Measuring and Visualizing Learning in the Information-Rich Classroom collects research on the implementation of classroom assessment techniques in technology-enhanced learning environments. Building on research conducted by a multinational and multidisciplinary team of learning technology experts, and specialists from around the globe, this book addresses these discrepancies. With contributions from major researchers in education technology, testing and assessment, and education psychology, this book contributes to a holistic approach for building the information infrastructure of the 21st Century school.

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Section: E-assessment Competencementioning

confidence: 99%

Measuring and Visualizing Learning in the Information-Rich Classroom

Reimann

Bull²,

Kickmeier-Rust

et al. 2015

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show abstract

“…Like a "classic" rubric, it consists of a set of criteria and for each criterion, several descriptive levels are provided. An enriched rubric contains some criteria and related grading levels that are associated to data from the analysis of learners' interaction and learning behavior in an online course, such as number of post messages, times of accessing learning material, assignments grades and so on [20,21].…”

Section: Adding Learning Analytics Indicators To Traditional Assessmementioning

confidence: 99%

Assessing students' performance using the learning analytics enriched rubrics

Dimopoulos

Petropoulou

Retalis

2013

Proceedings of the Third International Conference on Learning Analytics and Knowledge

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The assessment of students' performance in e-learning environments is a challenging and demanding task for the teachers. Focusing on this challenge, a new assessment tool, called Learning Analytics Enriched Rubric (LAe-R) is presented in this paper. LAe-R is based on the concept of assessment rubrics which is a very popular assessment technique in education. LAe-R contains "enriched" criteria and grading levels that are associated to data extracted from the analysis of learners' interaction and learning behavior in an e-learning environment. LAe-R has been developed as a plug-in for the Moodle learning management system. Via an example, we will show how LAe-R can be used by teachers and students.

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“…Interaction analysis in CSCL is an open research issue which has attracted the attention of many research and development groups ([6]; [7]; [8]; [9]; [10]). Interaction analysis involves the process of studying and analyzing indepth the learners' behavior within a CSCL environment and extracting meaningful interaction patterns, i.e.…”

Section: Interaction Analysis Indicatorsmentioning

confidence: 99%

Designing Configurations of CSCL Scripts Using Interaction Analysis Findings

Petropoulou

Katsamani

Λαζακίδου

et al. 2010

2010 International Conference on Intelligent Networking and Collaborative Systems

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Various learning strategies have been widely used in the Computer-Supported Collaborative Learning (CSCL) script design practice. For this reason strategies have been documented in a designer friendly way as collaborative flow design patterns (CLFP). A CLFP defines the sequence of the tasks that the strategy dictates as well as other elements needed for the various tasks, such as the duration of a task, the use of a particular tool for a given task and so on. Designers often face the difficulty of mixing and matching strategies in order to create personalized scripts that are more appropriate to the learners' preferences, knowledge level, needs and the learning context in general. Designers need to make configurations of a "traditional" CLFP in order to balance a variety of organizational, administrative, instructional and technological components. This task is even more challenging when such configurations need to be made on-the-fly, i.e. during the learning process and in response to the learner' actions and history of interaction. The aim of this paper is to discuss how the learners' interaction data that is collected during the CSCL process and analysed using interaction analysis indicators can be used to make valuable alternatives of a CSCL script depending on learning conditions. The design challenge is to automate as much as possible this configuration process in order to help practitioners easily proceed in making these configurations easily and quickly.

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Enriched assessment rubrics: a new medium for enabling teachers to easily assess student’s performance when participating in complex interactive learning scenarios

Cited by 9 publications

References 15 publications

Measuring and Visualizing Learning in the Information-Rich Classroom

Measuring and Visualizing Learning in the Information-Rich Classroom

Assessing students' performance using the learning analytics enriched rubrics

Designing Configurations of CSCL Scripts Using Interaction Analysis Findings

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