Assessing students' performance using the learning analytics enriched rubrics

Abstract

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.

Assessment rubrics: towards clearer and more replicable design, research and practice

“…Modern scoring strategies can also involve multiple scorers, and in these cases it can be necessary to include procedures to resolve disputes (Johnson, Penny, & Gordon, 2000). Software can be used to make some or all of the judgements on a rubric (Dimopoulos, Petropoulou, & Retalis, 2013). The scoring strategy on the sample rubric is analytic and requires the user to consider some minimum requirements for particular levels.…”

“…These judgements are less complex and require less expertise; some analytic judgements on rubrics can even be made automatically by computers (Dimopoulos et al, 2013).…”

“…who makes use of the rubric, and to what end Nordrum et al (2013): teachers using rubrics to communicate feedback information Panadero and Romero (2014); Andrade and Du (2005): particular student uses of rubrics Dimopoulos et al (2013) …”

Performance Assessment Practice as Professional Learning

“…First, we note limitations to the recent research literature that perhaps prompted the call for papers focused on assessment in PBL and PjBL. As we sought to include recently published studies, conducting a systematic literature search, we found that for K-12 settings, there was a significant focus on technology applications from design and implementation to scoring and analytics (Dimopoulos, Petropoulou, & Retalis, 2013;Redecker & Johannessen, 2013;Thomas, 2016). While these may be promising areas of research, we are skeptical that they afford the kinds of interactions we have detailed here.…”

A Contribution to Conveying Quality Criteria in Mechanical CAD Models and Assemblies through Rubrics and Comprehensive Design Intent Quantification

“…It is commonly known that instructors can customize adaptive rubrics according to the evolution of students' learning [Isbel and Goomas, 2014], [Rejab et al, 2011], and [Silva and Restivo, 2012]. Some systems can automatically score each criterion by collecting related data from the files of the CAA tools [Dimopoulos et al, 2013] and [Rayón et al, 2014], or from previous evaluations [Matthews et al, 2012] and [Cabrera and Villalon, 2013]. Other approaches allow users to customize the assessment process to a particular environment (allotted time, interacting device, etc.)…”