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2 references
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- Vol 4 RE: Chapter 10
educational psychologycognitive perspectivesdevelopmental perspectivesmotivational factorsprior knowledgestrategic processingknowledge transferinstructional decision-makingBook Evidence summaryAt a glance
Alexander presents educational psychology through problems that matter directly to teaching rather than as a catalogue of separate psychological theories.
Key ideas
The book compares cognitive, developmental, motivational, social, and sociocultural perspectives and applies them to knowledge acquisition, transfer, strategic processing, assessment, and classroom learning. A recurring concern is how learners' prior knowledge, beliefs, goals, interests, and strategies interact with instructional conditions. The text helps readers see that no single theory explains every educational situation and that sound instruction requires selecting concepts that fit the learner, content, and task. For educators, its practical value lies in connecting psychological research to decisions about explanation, practice, motivation, evaluation, and support for increasingly independent learning.
Why it matters
It is an integrative textbook rather than a report of one study.
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- Vol 5 RE: Chapters 12, App C
formative assessmentlearning analyticsfeedback processeslearning intentionsevidence elicitationself-assessmentinstructional decision-makingJournal article Evidence summaryAt a glance
Banihashem and colleagues systematically review 93 studies published from 2011 to 2023 to examine how learning analytics supports formative assessment.
Key ideas
Their coding framework combines three actors—teachers, peers, and learners as self-assessors—with three questions: where learning is going, where it is now, and how to move forward. The review finds that analytics can clarify goals, diagnose current understanding, and support feedback or instructional action, but coverage across the framework is uneven. A central concern is alignment: dashboards or predictions are useful only when their outputs connect to a defensible model of formative assessment and can be interpreted and acted upon.
Why it matters
For educators and designers, the study recommends building analytics around learning intentions, evidence elicitation, feedback processes, and concrete decisions rather than treating data visualisation as formative assessment by itself.
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Edition abbreviations
- TE
- Teacher Edition
- PE
- Practice Edition
- RE
- Research Edition
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