Issues and Challenges for Implementing Writing Analytics at Higher Education

Bektik, Duygu

doi:10.1007/978-3-319-64792-0_9

Cited by 2 publications

(2 citation statements)

References 19 publications

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“…Looking forward, online assessment harnesses formative and summative data from stakeholders and learning environments to facilitate learning processes in real-time and help decision-makers to improve learning environments. Therefore, future research may focus on distinct features of online assessments, for instance providing semantic-rich feedback for written assignments in near real-time using natural-language processing (Bektik, 2019;Gottipati et al, 2018;Ifenthaler, 2023;Whitelock & Bektik, 2018), generating progress reports toward curricular required competences or learning outcomes including intra-individual and inter-individual comparisons (Ifenthaler at al., 2023;Lockyer et al, 2013), supporting peer-assessments focusing on specific learning outcomes or general study skills (e.g., learning strategies, time management) (Gašević et al, 2019;Gašević et al, 2017), or including pre-and reflective prompts highlighting persistence of strengths and weaknesses of specific learning events and assessment results (e.g., recurring errors, misconceptions, learning habits) (Schumacher & Ifenthaler, 2021).…”

Section: Limitations and Future Researchmentioning

confidence: 99%

Online Assessment in Higher Education: A Systematic Review

Joana

2023

OLJ

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Online assessment is defined as a systematic method of gathering information about a learner and learning processes to draw inferences about the learner’s dispositions. Online assessments provide opportunities for meaningful feedback and interactive support for learners as well as possible influences on the engagement of learners and learning outcomes. The purpose of this systematic literature review is to identify and synthesize original research studies focusing on online assessments in higher education. Out of an initial set of 4,290 publications, a final sample of 114 key publications was identified, according to predefined inclusion criteria. The synthesis yielded four main categories of online assessment modes: peer, teacher, automated, and self-assessment. The synthesis of findings supports the assumption that online assessments have promising potential in supporting and improving online learning processes and outcomes. A summary of success factors for implementing online assessments includes instructional support as well as clear-defined assessment criteria. Future research may focus on online assessments harnessing formative and summative data from stakeholders and learning environments to facilitate learning processes in real-time and help decision-makers to improve learning environments, i.e., analytics-

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