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Formative assessment is considered to be helpful in students' learning support and teaching design. Following Aufschnaiter's and Alonzo's framework, formative assessment practices of teachers can be subdivided into three practices: eliciting evidence, interpreting evidence and responding. Since students' conceptions are judged to be important for meaningful learning across disciplines, teachers are required to assess their students' conceptions. The focus of this article lies on the discussion of learning analytics for supporting the assessment of students' conceptions in class. The existing and potential contributions of learning analytics are discussed related to the named formative assessment framework in order to enhance the teachers' options to consider individual students' conceptions. We refer to findings from biology and computer science education on existing assessment tools and identify limitations and potentials with respect to the assessment of students' conceptions. Practitioner notesWhat is already known about this topic Students' conceptions are considered to be important for learning processes, but interpreting evidence for learning with respect to students' conceptions is challenging for teachers.Assessment tools have been developed in different educational domains for teaching practice.Techniques from artificial intelligence and machine learning have been applied for automated assessment of specific aspects of learning.What does the paper add Findings on existing assessment tools from two educational domains are summarised and limitations with respect to assessment of students' conceptions are identified.Relevent data that needs to be analysed for insights into students' conceptions is identified from an educational perspective.Potential contributions of learning analytics to support the challenging task to elicit students' conceptions are discussed.Implications for practice and/or policy Learning analytics can enhance the eliciting of students' conceptions.Based on the analysis of existing works, further exploration and developments of analysis techniques for unstructured text and multimodal data are desirable to support the eliciting of students' conceptions. [ABSTRACT FROM AUTHOR]

As universities around the world have begun to use learning management systems (LMSs), more learning data have become available to gain deeper insights into students' learning processes and make data‐driven decisions to improve student learning. With the availability of rich data extracted from the LMS, researchers have turned much of their attention to learning analytics (LA) applications using educational data mining techniques. Numerous LA models have been proposed to predict student achievement in university courses. To design predictive LA models, researchers often follow a data‐driven approach that prioritizes prediction accuracy while sacrificing theoretical links to learning theory and its pedagogical implications. In this study, we argue that instead of complex variables (e.g., event logs, clickstream data, timestamps of learning activities), data extracted from online formative assessments should be the starting point for building predictive LA models. Using the LMS data from multiple offerings of an asynchronous undergraduate course, we analysed the utility of online formative assessments in predicting students' final course performance. Our findings showed that the features extracted from online formative assessments (e.g., completion, timestamps and scores) served as strong and significant predictors of students' final course performance. Scores from online formative assessments were consistently the strongest predictor of student performance across the three sections of the course. The number of clicks in the LMS and the time difference between first access and due dates of formative assessments were also significant predictors. Overall, our findings emphasize the need for online formative assessments to build predictive LA models informed by theory and learning design. Practitioner notesWhat is already known about this topic Higher education institutions often use learning analytics for the early identification of low‐performing students or students at risk of dropping out.Most predictive models in learning analytics rely on immutable student characteristics (e.g., gender, race and socioeconomic status) and complex variables extracted from log data within a learning management system.Prioritizing prediction accuracy without theory orientation often yields "black‐box" models that fail to inform educators on what remedies need to be taken to improve student learning.What this paper adds Predictive models in learning analytics should consider learning theory, pedagogy and learning design to identify key predictors of student learning.Online formative assessments can be a starting point for building predictive models that are not only accurate but also provide educators with actionable insights on how student learning can be improved.Time‐related and score‐related features extracted from online formative assessments are particularly useful for predicting students' course performance.Implications for practice and/or policy This study provides strong evidence for using online formative assessments as the foundation for predictive models in learning analytics.Student data from online formative assessments can help educators provide students with feedback while informing future formative assessment cycles.Higher education institutions should avoid the hype around complex data from learning management systems and instead rely on effective learning tools such as online formative assessments to revolutionize the use of learning analytics. [ABSTRACT FROM AUTHOR]

Effective student feedback is a central issue in higher education and has been closely aligned to satisfaction and overall experience. Technology-enabled models of feedback may have the capacity to overcome some of the limitations that previously made high quality feedback on formative tasks challenging or impractical. This study adopted live synchronised video feedback incorporating digital video recordings of student performance in assessment activities with real-time, synthesised, synchronous tutor audio feedback. Almost 300 unique incidences of technology-enabled feedback on formative assessment were provided during an undergraduate Physical Education and Sports Coaching module. Thematic analysis of group interviews revealed the availability of engaging feedback, the positive impact of technology, and the facilitation of reflective practice as overarching themes. Employment of this feedback strategy enabled the realisation of high quality, frequent, effective, sustainable feedback that positively impacted on students' experiences of formative assessments leading to their perceived development as learners and reflective practitioners. [ABSTRACT FROM AUTHOR]