Using learner analytics to explore the potential contribution of multimodal formative assessment to academic success in higher education

Lucas Mathias Alfred KOHNKE, Dennis FOUNG, Julia CHEN

Research output: Contribution to journalArticlespeer-review

Abstract

Blended learning pedagogical practices supported by learning management systems have become an important part of higher education curricula. In most cases, these blended curricula are evaluated through multimodal formative assessments. Although assessments can strongly affect student outcomes, research on the topic is limited. In this paper, we adopted a learning analytics approach to explore student engagement with formative assessments and the power of these assessments to predict student outcomes in an English for Academic Purposes courses in a Hong Kong university. The study retrieved the data logs from 7,815 students and used the data to analyze student engagement with the formative assessments. The results suggested that the students put effort into completing the assessments. The degree to which assessments predict learning outcomes depend on students’ level of subject knowledge and their understanding of the relevance of the assessments. This study showed that learning analytics provided reliable evidence for understanding students’ engagement and identifying at-risk students. Therefore, learning analytics research has the potential to inform pedagogical practice. Copyright © 2022 The Author(s).
Original languageEnglish
JournalSAGE Open
Volume12
Issue number2
DOIs
Publication statusPublished - Apr 2022

Citation

Kohnke, L., Foung, D., & Chen, J. (2022). Using learner analytics to explore the potential contribution of multimodal formative assessment to academic success in higher education. SAGE Open, 12(2). Retrieved from https://doi.org/10.1177/21582440221089957

Keywords

  • Multimodal formative assessments
  • English for Academic Purposes
  • Learning analytics
  • Engagement
  • Blended courses

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