Main Article Content
In digital education, learning analytics should support active monitoring and dynamic decision-making during learning processes; they are mainly based on digital assessment, through which it is possible to collect and elaborate data about students’ progresses. In this paper we start from Black and Wiliam’s theoretical framework on formative assessment, which identified 5 key strategies that 3 agents (student, peers and teacher) pursue when enacting formative practices in a context of traditional learning, and we integrate it in a framework of innovative didactics. In particular, we consider the use of a Digital Learning Environment integrated with an Automatic Assessment System based on the engine of an Advanced Computing Environment to build interactive materials with automatic assessment according to a specific model of formative assessment. In this framework, rooted in activity theory, the Digital Learning Environment plays the role of mediating artifact in the activity of enacting the strategies of formative assessment. Though several examples of application of automatic formative assessment in several contexts and modalities, we show how it is possible to use the data gathered through the Digital Learning Environment to improve the enactment of Black and Wiliam’s strategies of formative assessment, strengthen and evaluate their action.
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
The author declares that the submitted to Journal of e-Learning and Knowledge Society (Je-LKS) is original and that is has neither been published previously nor is currently being considered for publication elsewhere.
The author agrees that SIe-L (Italian Society of e-Learning) has the right to publish the material sent for inclusion in the journal Je-LKS.
The author agree that articles may be published in digital format (on the Internet or on any digital support and media) and in printed format, including future re-editions, in any language and in any license including proprietary licenses, creative commons license or open access license. SIe-L may also use parts of the work to advertise and promote the publication.
The author declares s/he has all the necessary rights to authorize the editor and SIe-L to publish the work.
The author assures that the publication of the work in no way infringes the rights of third parties, nor violates any penal norms and absolves SIe-L from all damages and costs which may result from publication.
The author declares further s/he has received written permission without limits of time, territory, or language from the rights holders for the free use of all images and parts of works still covered by copyright, without any cost or expenses to SIe-L.
For all the information please check the Ethical Code of Je-LKS, available at http://www.je-lks.org/index.php/ethical-code
- Barana A., Boffo S., Gagliardi F., Garuti R. & Marchisio M. (in press), Empowering Engagement in a Technology Enhanced Learning Environment.
- Barana, A., Boffo, S., Gagliardi, F., Garuti, R., Marchisio, M., & Zich, R. (2018a), Percorsi interattivi supportati dalle ICT per l’apprendimento della matematica attraverso il problem solving, in: A. Raffone (ed), La Città Educante:Metodologie e tecnologie a servizio delle Smart Communities. 115–128, Napoli, Liguori Editore.
- Barana A., Bogino A., Fioravera M., Floris F. & Marchisio M. (2018b), Realignment Course in Mathematics: Design of an online valuable experience for students, in: Proceedings of the 4th International Conference on Higher Education Advances (HEAd’18). 1465–1473.
- Barana A., Bogino A., Fioravera M., Floris F., Marchisio M., Operti L. & Rabellino S. (2017a), Self-Paced Approach inSynergistic Model for Supporting and Testing Students, in: Proceedings of 2017 IEEE 41st Annual Computer, Software and Applications Conference (COMPSAC). 407–412.
- Barana A., Conte A., Fioravera M., Marchisio M. & Rabellino S. (2018c), A Model of Formative Automatic Assessment and Interactive Feedback for STEM, in: Proceedings of 2018 IEEE 42nd Annual Computer, Software and Applications Conference (COMPSAC). 1016–1025.
- Barana A., Fioravera M. & Marchisio M. (2017b), Developing problem solving competences through the resolution of contextualized problems with an Advanced Computing Environment, in: Proceedings of the 3th International Conference on Higher Education Advances (HEAd’17). 1015–1023.
- Barana A., Fioravera M., Marchisio M. & Rabellino S. (2017c), Adaptive Teaching Supported by ICTs to Reduce the School Failure in the Project “Scuola Dei Compiti”, in: Proceedings of 2017 IEEE 41st Annual Computer, Software and Applications Conference (COMPSAC). 432–437.
- Barana A. & Marchisio M. (2016), Dall’esperienza di Digital Mate Training all’attività di Alternanza Scuola Lavoro, Mondo Digitale, 15(64), 63–82.
- Barana A. & Marchisio M. (2017), Sviluppare competenze di problem solving e di collaborative working nell’alternanza scuola-lavoro attraverso il Digital Mate Training, in: Atti di Didamatica 2017. 1–10.
- Barana A., Marchisio M. & Miori R. (2019a), MATE-BOOSTER: Design of an e-Learning Course to Boost Mathematical Competence, in: Proceedings of the 11th International Conference on Computer Supported Education (CSEDU 2019),vol. 1. 280–291.
- Barana A., Marchisio M. & Rabellino S. (2015), Automated Assessment in Mathematics, in: Proceedings of 2015 IEEE 39th Annual Computer, Software and Applications Conference (COMPSAC). 670–671.
- Barana A., Marchisio M. & Rabellino S. (2019b), Empowering Engagement through Automatic Formative Assessment, in: 2019 IEEE 43rd Annual Computer, Software and Applications Conference (COMPSAC). 216–225.
- Black, P., & Wiliam, D. (1998). Assessment and Classroom Learning. Assessment in Education: Principles, Policy & Practice, 5(1), 7–74.
- Black, P., & Wiliam, D. (2009). Developing the theory of formative assessment. Educational Assessment, Evaluation and Accountability, 21(1), 5–31.
- De Waal, P. (2017). Learning analytics for continuous learning-processes im- provement through dynamic data-informed decisions. Formazione & Insegnamento, 15(2), 43–51.
- Engeström, Y. (2001). Expansive Learning at Work: Toward an activity theoretical reconceptualization. Journal of Education and Work, 14(1), 133–156.
- Engeström, Y., Miettinen, R., & Punamaki, R.-L. (Eds.). (1999). Perspectives on Activity Theory. Cambridge University Press.
- Friend Wise, A., & Williamson Schaffer, D. (2015). Why theory matters more than ever in the age of big data. Journal of Learning Analytics, 2(2), 5–13.
- Knight, S., & Buckingham Shum, S. (2017). Theory and Learning Analytics. In C. Lang, G. Siemens, A. Wise, & D. Gasevic (Eds.), Handbook of Learning Analytics, 17–22.
- Pachler, N., Daly, C., Mor, Y., & Mellar, H. (2010). Formative e-assessment: Practitioner cases. Computers & Education, 54(3), 715–721.
- Sadler, D. R. (1989). Formative assessment and the design of instructional systems. Instructional Science, 18(2), 119–144.
- West, Luzeckyj, Searle, Toohey, & Price. (2018). The Use of Learning Analytics to Support Improvements in Teaching Practice (Innovative Research Universities). Melbourne, Australia.
- World Economic Forum. (2018). The Future of Jobs Report. URL: www.weforum.org/reports/the-future-of-jobs-report-2018 (accessed on 5th July 2019).