Learning Analytics: A Classroom Response System’s impact on Summative Assessment
Conference Tracks
Assessment and SoTL - Research
Abstract
The study examines how a classroom response system is used to evaluate the impact of formative assessment on summative assessment performance. This study extends the current use of classroom response systems for real-time engagement to a system that offers longitudinal measures to support student self-monitoring and improved faculty insight. This study combines learning analytics, formative assessment, and classroom response systems research using a descriptive and correlational approach. This study used a "what works" SOTL approach. The results show that the correct/incorrect post-evaluation of formative assessment performance provides insight into summative assessment performance.
Session Format
Presentation
1
Publication Type and Release Option
Image (Open Access)
Recommended Citation
Tucker, Eric J., "Learning Analytics: A Classroom Response System’s impact on Summative Assessment" (2022). SoTL Commons Conference. 81.
https://digitalcommons.georgiasouthern.edu/sotlcommons/SoTL/2022/81
Learning Analytics: A Classroom Response System’s impact on Summative Assessment
The study examines how a classroom response system is used to evaluate the impact of formative assessment on summative assessment performance. This study extends the current use of classroom response systems for real-time engagement to a system that offers longitudinal measures to support student self-monitoring and improved faculty insight. This study combines learning analytics, formative assessment, and classroom response systems research using a descriptive and correlational approach. This study used a "what works" SOTL approach. The results show that the correct/incorrect post-evaluation of formative assessment performance provides insight into summative assessment performance.
