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3 references
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- Vol 7 RE: Chapter 10, App D
learning analyticsstudent expectationsstudy planningself-assessmentadaptive recommendationspersonalized feedbackdata privacyJournal article Evidence summaryAt a glance
Schumacher and Ifenthaler investigate what university students want from learning-analytics systems and whether they believe particular features would support their learning. An exploratory qualitative study with 20 students generated a set of expected functions, followed by a quantitative study in which 216 students rated 15 features, their willingness to use them, and perceived learning value.
Key ideas
Students especially valued tools for planning and organizing study, self-assessment, adaptive recommendations, and personalized analysis of learning activity. These expectations map onto phases of self-regulated learning, including preparation, performance monitoring, and reflection. Participants saw potential benefits in timely feedback and individualized support, yet also worried that analytics might become invasive or reduce autonomy. The findings show why dashboard design should begin with learner needs and educational theory rather than the data that happen to be available.
Why it matters
The authors recommend aligning features with self-regulation, feedback, and instruction, while making data practices and purposes transparent. Meaningful user involvement is therefore both a design requirement and a condition for acceptance.
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- Vol 5 TE: App C
formative assessmentassessment for learningconstructivist assessmentsociocultural assessmentself-assessmentfeedbackopportunity to learnassessment equityJournal article Evidence summaryAt a glance
Shepard argues that assessment should be reconceived as part of a learning culture rather than as a separate apparatus for ranking and control. Earlier measurement traditions were shaped by behaviourist and differential-psychology assumptions that treated ability as relatively fixed, separated tests from instruction, and favoured decontextualised items.
Key ideas
Contemporary cognitive, constructivist, and sociocultural research instead portrays learning as building understanding through prior knowledge, participation, language, tools, and disciplinary practice. Assessment should therefore make thinking visible, support feedback and self-assessment, use meaningful tasks, and help teachers adapt instruction. Classroom assessment and external accountability serve different purposes and should not be allowed to distort one another. Equity requires attention to opportunity to learn, cultural and linguistic context, and the consequences of assessment use.
Why it matters
For educators, the article supports eliciting explanations and strategies, discussing criteria and exemplars, involving learners in judgement, and using evidence while learning is still changeable. A learning culture maintains high expectations but treats error as information and assessment as a reciprocal process embedded in teaching, not merely a score delivered afterward.
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- Vol 3 RE: Chapters 9, 14, 16
evaluative judgementassessment literacypeer assessmentcomparative judgementexemplar analysisself-assessmentsustainable assessmentJournal article Evidence summaryAt a glance
Tai and colleagues define evaluative judgement as the capability to make decisions about the quality of one’s own and others’ work. It is essential for improving current performance and for future learning and professional practice, where teachers or supervisors may no longer supply detailed feedback.
Key ideas
The authors connect evaluative judgement with assessment literacy, self-assessment, peer assessment, feedback, and sustainable assessment, but argue that the concept provides a coherent long-term curriculum goal beyond any single technique. Learners develop it through repeated encounters with standards and varied examples, making and justifying comparative judgements, producing work, receiving information from multiple sources, and revising decisions. Rubrics can help but cannot fully articulate tacit or holistic dimensions of quality. Authentic disciplinary participation and dialogue with knowledgeable others are therefore important. For educators, assessment should give students consequential practice in judging—not only being judged.
Why it matters
Useful designs include analysing exemplars, comparing anonymous work, co-constructing criteria, peer review, calibration with expert decisions, self-assessment, and revision. Development should be distributed across a programme and evaluated as growing judgement, not assumed from one isolated activity.
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Edition abbreviations
- TE
- Teacher Edition
- PE
- Practice Edition
- RE
- Research Edition
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