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Vers la conception de feedback pour enseignants dans un contexte d'évaluation formative à grande échelle : une approche analytique

Abstract : To face the increasing number of students in higher education, technology-enhanced formative assessment and its processes emerged. We focus on two-votes-based processes, and its interactions that could be used to identify appropriate feedback to support teachers. Based on literature and using a dataset gathered from an authentic learning contexts, we use learning analytics to identify different information that will help teachers conduct formative assessment sequences in two-votes- based processes: (1) The percentage of correct answers at the first vote should be close to 50; (2) The consistency of peer assessment is correlated with sequence benefits; (3) The consistency of learners’ confidence degree is correlated to the consistency of peer assessment. The next step of these works will consist in implementing meaningful guidance tools based on these indicators into our system.
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https://hal.archives-ouvertes.fr/hal-03292736
Contributor : Marie Lefevre <>
Submitted on : Friday, July 23, 2021 - 9:45:45 AM
Last modification on : Wednesday, September 8, 2021 - 3:39:20 PM

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  • HAL Id : hal-03292736, version 1

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Rialy Andriamiseza, Franck Silvestre, Jean-François Parmentier, Julien Broisin. Vers la conception de feedback pour enseignants dans un contexte d'évaluation formative à grande échelle : une approche analytique. 10ème Conférence sur les Environnements Informatiques pour l’Apprentissage Humain (EIAH 2021), ATIEF : Association des Technologies de l’Informationpour l’Éducation et la Formation, Jun 2021, Fribourg (Virtual), Suisse. pp.46-57. ⟨hal-03292736⟩

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