NDLI: Enhancing the efficiency and reliability of group differentiation through partial credit

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Topic modeling for evaluating students' reflective writing: a case study of pre-service teachers' journals

Towards personalizing an e-quiz bank for primary school students: an exploration with association rule mining and clustering

Semantic visual analytics for today's programming courses

Investigating collaborative learning success with physiological coupling indices based on electrodermal activity

Privacy and analytics: it's a DELICATE issue a checklist for trusted learning analytics

Affecting off-task behaviour: how affect-aware feedback can improve student learning

Interactive surfaces and learning analytics: data, orchestration aspects, pedagogical uses and challenges

Teaching analytics: towards automatic extraction of orchestration graphs using wearable sensors

The learning analytics readiness instrument

Bringing order to chaos in MOOC discussion forums with content-related thread identification

Reflecting on reflective writing analytics: assessment challenges and iterative evaluation of a prototype tool

Analysing engagement in an online management programme and implications for course design

Data2U: scalable real time student feedback in active learning environments

Designing MOOCs for success: a student motivation-oriented framework

Applying classification techniques on temporal trace data for shaping student behavior models

Translating network position into performance: importance of centrality in different network configurations

A conceptual framework linking learning design with learning analytics

Sequencing educational content in classrooms using Bayesian knowledge tracing

Recipe for success: lessons learnt from using xAPI within the connected learning analytics toolkit

Forecasting student achievement in MOOCs with natural language processing

A study on eye fixation patterns of students in higher education using an online learning system

Exploring the relation between self-regulation, online activities, and academic performance: a case study

Using game analytics to evaluate puzzle design and level progression in a serious game

What and when: the role of course type and timing in students' academic performance

Learning design and feedback processes at scale: stocktaking emergent theory and practice

Learning analytics in a flipped university course

The connected learning analytics toolkit

Combining click-stream data with NLP tools to better understand MOOC completion

Introduction of learning visualisations and metacognitive support in a persuadable open learner model

The role of achievement goal orientations when studying effect of learning analytics visualizations

A pedagogical framework for learning analytics in collaborative inquiry tasks: an example from a teamwork competency awareness program

What can analytics contribute to accessibility in e-learning systems and to disabled students' learning?

Investigating boredom and engagement during writing using multiple sources of information: the essay, the writer, and keystrokes

Evaluation of an adaptive practice system for learning geography facts

Student perspectives on data provision and use: starting to unpack disciplinary differences

Real-time indicators and targeted supports: using online platform data to accelerate student learning

Investigating social and semantic user roles in MOOC discussion forums

Longitudinal engagement, performance, and social connectivity: a MOOC case study using exponential random graph models

Measuring financial implications of an early alert system

Supporting learning by considering emotions: tracking and visualization a case study

The assessment of learning infrastructure (ALI): the theory, practice, and scalability of automated assessment

Using A/B testing in MOOC environments

Data-driven proficiency profiling: proof of concept

The impact of 151 learning designs on student satisfaction and performance: social learning (analytics) matters

Studying the relationship between BKT fitting error and the skill difficulty index

Is the doer effect a causal relationship?: how can we tell and why it's important

A gaze-based learning analytics model: in-video visual feedback to improve learner's attention in MOOCs

Fostering 21st century literacies through a collaborative critical reading and learning analytics environment: user-perceived benefits and problematics

Bayesian modelling of student misconceptions in the one-digit multiplication with probabilistic programming

Predicting student performance on post-requisite skills using prerequisite skill data: an alternative method for refining prerequisite skill structures

Critical perspectives on writing analytics

Multimodal analytics to study collaborative problem solving in pair programming

Wikiglass: a learning analytic tool for visualizing collaborative wikis of secondary school students

Towards automated content analysis of discussion transcripts: a cognitive presence case

Impact of data collection on interpretation and evaluation of student models

An analysis framework for collaborative problem solving in practice-based learning activities: a mixed-method approach

Towards analytics for educational interactive e-books: the case of the reflective designer analytics platform (RDAP)

Design and evaluation of teacher assistance tools for exploratory learning environments

Untangling MOOC learner networks

English language learner experiences of formal and informal learning environments

A rule-based indicator definition tool for personalized learning analytics

When to stop?: towards universal instructional policies

Student differences in regulation strategies and their use of learning resources: implications for educational design

Modeling common misconceptions in learning process data

Towards triggering higher-order thinking behaviors in MOOCs

Improving efficacy attribution in a self-directed learning environment using prior knowledge individualization

Enhancing the efficiency and reliability of group differentiation through partial credit

Generating actionable predictive models of academic performance

Learning analytics for workplace and professional learning

Automating assessment of collaborative writing quality in multiple stages: the case of wiki

Demonstration of the Unizin sentiment visualizer

Cross-LAK: learning analytics across physical and digital spaces

Learning analytics community exchange: evidence hub

Putting temporal analytics into practice: the 5th international workshop on temporality in learning data

Exploring the interplay between human and machine annotated multimodal learning analytics in hands-on STEM activities

LAK16 workshop: extending IMS caliper analytics™ with learning activity profiles

Using machine analysis to make elementary students' mathematical thinking visible

Ethical and privacy issues in the design of learning analytics applications

Benchmarking student performance and engagement in an early alert predictive system using interactive radar charts

Learning analytics for curriculum and program quality improvement (PCLA 2016)

Student affect during learning with a MOOC

LAL workshop: learning analytics for learners

Integrating physical activity data in videogames with user-centered dashboards

Multimodal learning analytics data challenges

Understanding learning at a glance: an overview of learning dashboard studies

Data literacy for learning analytics

Reviewing three case-studies of learning analytics interventions at the open university UK

Smart environments and analytics on video-based learning

Analyzing students' intentionality towards badges within a case study using Khan academy

Introduction to data mining for educational researchers

Learning analytics in practice: the effects of adaptive educational technology Snappet on students' arithmetic skills

Educational data mining with Python and Apache spark: a hands-on tutorial

Elaborating data intensive research methods through researcher-practitioner partnerships

Pipeline for expediting learning analytics and student support from data in social learning

Learning through goal setting

The dutch xAPI experience

Validity: a framework for cross-disciplinary collaboration in mining indicators of learning from MOOC forums

Enhancing the efficiency and reliability of group differentiation through partial credit

Content Provider	ACM Digital Library
Author	Heffernan, Neil Beck, Joseph Ostrow, Korinn Wang, Yan
Abstract	The focus of the learning analytics community bridges the gap between controlled educational research and data mining. Online learning platforms can be used to conduct randomized controlled trials to assist in the development of interventions that increase learning gains; datasets from such research can act as a treasure trove for inquisitive data miners. The present work employs a data mining approach on randomized controlled trial data from ASSISTments, a popular online learning platform, to assess the benefits of incorporating additional student performance data when attempting to differentiate between two user groups. Through a resampling technique, we show that partial credit, defined as an algorithmic combination of binary correctness, hint usage, and attempt count, can benefit assessment and group differentiation. Partial credit reduces sample sizes required to reliably differentiate between groups that are known to differ by 58%, and reduces sample sizes required to reliably differentiate between less distinct groups by 9%.
Starting Page	454
Ending Page	458
Page Count	5
File Format	PDF
ISBN	9781450341905
DOI	10.1145/2883851.2883910
Language	English
Publisher	Association for Computing Machinery (ACM)
Publisher Date	2016-04-25
Publisher Place	New York
Access Restriction	Subscribed
Subject Keyword	Partial credit Group differentiation Data mining Resampling Randomized controlled trial
Content Type	Text
Resource Type	Article

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