Conducting a student centered discussion in a mathematics classroom is not a trivial task. A teacher must follow their students work, and then use the relevant information in order to conduct a meaningful discussion. This challenge is greater when digital environments are involved, or when the students work remotely and only submit their work online. One possible solution for this challenge could be in the form of accessible learning analytics that could assist the teacher to gain insight about their student's work. We report on a formative assessment platform that automatically analyzes student submissions and characterizes them according to preset conditions that are topic specific. These characterizations are then used in several interactive reports that form a teacher's dashboard that is designed to enable multiple levels of analysis by the teachers in planning a classroom discussion. We describe the different components and demonstrate their use in mathematics classrooms in Israel.
|Journal||CEUR Workshop Proceedings|
|State||Published - 2021|
|Event||2021 AI for Blended-Learning: Empowering Teachers in Real Classrooms, AIBL 2021 - Bozen-Bolzano, Italy|
Duration: 20 Sep 2021 → …
Bibliographical noteFunding Information:
This research was supported by the Israel Science Foundation (Grant 522/13) and the Trump Family Foundation (Grant 191).
© 2021 Copyright for this paper by its authors.
- Online formative assessment
- Teacher dashboard
- Topic specific learning analytics
ASJC Scopus subject areas
- Computer Science (all)