Teachers' formative assessment practices when interacting with learning analytics - Archive ouverte HAL
Communication Dans Un Congrès Année : 2022

Teachers' formative assessment practices when interacting with learning analytics

Kholod Abu Raya
  • Fonction : Auteur
  • PersonId : 1154987
Shai Olsher
  • Fonction : Auteur
  • PersonId : 1154988

Résumé

Conducting a student-centered discussion in a mathematics classroom is not a trivial task. Teachers must follow their students' work, then use the relevant information to conduct a meaningful discussion. This challenge is greater when digital environments are involved, or when students work remotely and submit their work only online. A possible solution to this challenge may come in the form of accessible learning analytics (LA) that can assist teachers to gain insight about their students' work. In the presented case study, which is part of an extended research project we focus on the interaction of teachers with LA and the formative assessment practices of teachers when dealing with students' answers to example-eliciting tasks in a digital environment.
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Dates et versions

hal-03747362 , version 1 (08-08-2022)

Identifiants

  • HAL Id : hal-03747362 , version 1

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Kholod Abu Raya, Shai Olsher. Teachers' formative assessment practices when interacting with learning analytics. Twelfth Congress of the European Society for Research in Mathematics Education (CERME12), Feb 2022, Bozen-Bolzano, Italy. ⟨hal-03747362⟩

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