Analytics‐supported reflective assessment for 6th graders' knowledge building and data science practices: An exploratory study

Abstract

Preparing data-literate citizens and supporting future generations to effectively work with data is challenging. Engaging students in Knowledge Building (KB) may be a promising way to respond to this challenge because it requires students to reflect on and direct their inquiry with the support of data. Informed by previous studies, this research explored how an analytics-supported reflective assessment (AsRA)-enhanced KB design influenced 6th graders' KB and data science practices in a science education setting. One intact class with 56 students participated in this study. The analysis of students' Knowledge Forum discourse showed the positive influences of the AsRA-enhanced KB design on students' development of KB and data science practices. Further analysis of different-performing groups revealed that the AsRA-enhanced KB design was accessible to all performing groups. These findings have important implications for teachers and researchers who aim to develop students' KB and data science practices, and general high-level collaborative inquiry skills.

Evolving landscape of artificial intelligence (AI) and assessment in education: A bibliometric analysis

“…Cluster 5 includes data mining, feedback, and mentions of COVID-19, highlighting the importance of data-driven decision-making and adaptability in the face of challenges (Yang et al, 2023). The presence of keywords related to students suggests a student-centered approach to AI in education.…”