This is a long and sometimes wordy paper (49 page PDF) that nonetheless offers a worthwhile review of learning analytics literature in the area of formative assessment. As the authors observe, ", the understanding of formative assessment has evolved considerably, shifting from 'assessment of learning' toward 'assessment for learning' and 'assessment as learning'." The analysis focuses on the four traditional forms of learning analytics: descriptive, diagnostic, predictive and prescriptive. There is no discussion of generative or deontic analytics, and this I think reflects the selection of papers, most of which predate the 2022 emergence of large language models. Even in this sample, there is a prevalence of descriptive and diagnostic analytics; one of the paper's key recommendations is a greater emphasis on prescriptive analytics. "Implementing prescriptive learning analytics in formative assessment can optimize learning outcomes by tailoring instructional strategies to meet the unique needs of each student."
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