A Critical Review of Using Learning Analytics for Formative Assessment: Progress, Pitfalls and Path Forward.
Background: While formative assessment is widely regarded as essential for improving teaching and learning, it remains difficult to operationalize due to systemic misalignment with other instructional practices, limited teacher capacity, low feedback quality, inferential uncertainty, domain‐general...
| Publicado en: | Journal of Computer Assisted Learning Vol. 41; no. 3; pp. 1 - 10 |
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| Autores principales: | , , |
| Formato: | editorial tables/charts Journal Article |
| Publicado: |
Wiley-Blackwell
Jun2025
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| Acceso en línea: | Ver este registro en EBSCOhost |