Rienties, Bart; Tempelaar, Dirk; Nguyen, Quan; Rogaten, Jekaterina; (2024) The use of data analytics to support the development of assessment practices in higher education. In: Evans, Carol and Waring, Michael, (eds.) Research Handbook on Innovations in Assessment and Feedback in Higher Education: Implications for Teaching and Learning Elgar Handbooks in Education. (pp. 194-209). Edward Elgar: Cheltenham, UK.

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Abstract

The ways institutions are using assessment and feedback are rapidly evolving. In this application chapter, we will reflect on three innovative applications of learning analytics to support assessment and feedback practices at two distinct universities, namely Maastricht University in the Netherlands and The Open University, UK. We have specifically chosen these two universities as they provide innovative education to their students in unique ways. In our first application, we explore how computer-based assessments in conjunction with dispositional learning analytics can help educators to provide appropriate feedback. In our second application, we explore why it is important to include learning design metrics in learning analytics applications. Finally, in our third application, we illustrate how, through the use of assessment data and learning analytics, some unique and perhaps unexpected results can be identified in terms of assessment alignment across modules.

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