This book is about the current state of research in online assessment.
The growth of this field is set to accelerate exponentially with emerging opportunities for automatic data collection and analysis. Yet, the future of online assessment faces major challenges including, perhaps most importantly, the extent to which assessments, when enabled by technology, can serve simultaneously the needs of learners, teachers and those of the enterprise of education. This book details, specifically, the multiple ways in which online assessment can be utilized, such as:
- Providing virtual coaching or tutoring
- Offering appropriate scaffolding
- Allowing analysis of student decision-making
- Providing the mechanism for students to review and comment on each others digital creations
- Creating a space for online discussion
- Providing expert coaching for modeling and animation work
With the increased availability of vast and highly varied amounts of data from learners, teachers, learning environments, and administrative systems within educational settings, further opportunities arise for advancing pedagogical assessment practice (Ifenthaler et al., 2018).
This book fully details these opportunities, as well as privileges and constraints of analytics-enhanced assessment, harnessing formative as well as summative data from learners and their contexts in order to facilitate learning processes in near real-time and help decisionmakers to improve learning environments.
Part
1. Perspectives on Behavior, Engagement, and Interaction.-
1.
Foundations of Assessment Analytics (Muhittin Sahin, Dirk Ifenthaler).-
2.
Uncovering Students' Temporal Quiz-Taking Behavior Patterns using Sequence
Analysis (Gökhan Akçapnar, Hale Ilgaz, Alper Bayazt, Denizer Yldrm).-
3.
Assessment Analytics for Digital Assessments Identifying Modeling and
Interpreting Behavioral Engagement (Okan Bulut, Seyma Nur, Guher Gorgun).-
4.
Guiding Students towards Successful Assessments using Learning Analytics
from Behavioral Data to Formative Feedback (Michael Hanses, Lars van Rijn,
Heike Karolyi, Claudia de Witt).-
5. Transforming Tertiary Education: the
Role of Learning Analytics in Improving Students Success (Ursina E. Raemy,
Stefan J. Troche, Kinga Sipos, Boris Mayer, André Klostermann, Danièle A.
Gubler, Natalie Borter).-
6. Group Cohesion and Performance in
Computer-Supported Collaborative Learning (Jan-Bennet Voltmer, Laura
Froehlich, Natalia Reich-Stiebert, Jennifer Raimann, Stefan Stürmer).- Part
2. Perspectives on Analytics, Design, and Indicators.-
7. A Plurality of
Measures: from Scale to Modality (Charles Lang, Lalitha Vasudevan, Rhea
Jaffer).-
8. Framework of Assessment Design based on Evidence Centered Design
for Assessment Analytics (Cennet Terzi Müftüolu, Muhittin Sahin).-
9. Design
of Assessment Task Analytics Dashboard Based on Elo Rating in E-Assessment
(Sinan Keskin, Furkan Aydn, Halil Yurdugül).-
10. Student-Facing Assessment
Analytics Dashboards based on Rasch Measurement Theory (Furkan Aydn, Fatma
Bayrak, Halil Yurdugül).-
11. Analysis of Process Data to Advance
Computer-Based Assessments in Multilingual Contexts (Martin Hlosta, Jessica
M. E. Herzing, Simon Seiler, Sukanya Nath, Florian Keller Zai, Per Bergamin,
Andrea B. Erzinger).-
12. Hierarchical Clustering In Profiling University
Students for Online Teaching and Learning (Serhat E. Akhanl, F. Önay
Koçolu, Eralp Dou, Müge Adnan).-
13. Managing a Large Talent Pool using
Assessment Analytics within the Context of the National Internship Program
(Salim Atay, Nee Gülmez, Fatma Bayrak, Yüksel Büra Çaylak).-
14. Assessment
Analytics: Feedback, Feedup, Feedforward on Bayesian Network (Cennet Terzi
Müftüolu¬, Ömer Oral, Halil Yurdugül).-
15. An Architecture for Formative
Assessment Analytics of Multimodal Artifacts in E-Portfolios Supported by
Artificial Intelligence (Fatima Maya, Karsten D. Wolf).-
16. Learning
Analytics for Assessment and Gamification in Digital Storytelling (Andreea
Molnar, Jose Garcia, Patty Kostkova).-
17. From Clicks to Constructs: an
Examination of Validity Evidence of Game-Based Indicators Derived from Theory
(Gregory K. W. K. Chung, Tianying Feng).-
18. Leveraging Online Formative
Assessments within the Evolving Landscape of Artificial Intelligence in
Education (Caitlin Riegel).-
19. Towards Fair and Diversity Appropriate
E-Assessments (Nikolai Zinke, Sina Lenski, Annabell Brocker, Martin Merkt,
Kirsten Gropengießer, Stefan Stürmer, Hannes Schröter).-
20. Future
Directions of Assessment Analytics (Muhittin Sahin, Dirk Ifenthaler).
Muhittin Sahin is Assoc. Prof. and project manager at Presidency of the Republic of Türkiye Human Resources Office in Ankara, Türkiye and visiting researcher at University of Mannheim, Germany. His research interests relate with instructional technology, learning analytics, educational data mining, multi-criteria decision making, statistic, sequential analysis, e-assessment, artificial intelligence in education, and intelligent learning management systems. He also collaborates in a project about developing an adaptive mastery testing system. He is the Associate Editor of the Technology, Knowledge and Learning and Journal of the Knowledge Economy journals.
Dirk Ifenthaler is Professor and Chair of Learning, Design and Technology at University of Mannheim, Germany and UNESCO Deputy Chair on Data Science in Higher Education Learning and Teaching at Curtin University, Australia.
His previous roles include Professorand Director, Centre for Research in Digital Learning at Deakin University, Australia, Manager of Applied Research and Learning Analytics at Open Universities, Australia, and Professor for Applied Teaching and Learning Research at the University of Potsdam, Germany. He was a 2012 Fulbright Scholar-in-Residence at the Jeannine Rainbolt College of Education, at the University of Oklahoma, USA. At the University of Latvia, Latvia, he was involved in the Faculty of Education, Psychology and Art as a Visiting Senior Researcher. In 2023, Dirk was a Visiting Professor in the Dipartimento di Pedagogia, Psicologia, Filosofia at the University of Cagliari, Italy.
Dirks research focuses on the intersection of cognitive psychology, educational technology, data analytics, and organisational learning. His research outcomes include numerous co-authored books, book series, book chapters, journal articles, and international conference papers, as well as successful grant funding in Australia, Germany, and USA.
He is the Editor-in-Chief of the Technology, Knowledge and Learning and Editor-in-Chief of Educational Technology & Society.
