CHAPTER I

CONCEPTUAL FRAME WORK OF THE STUDY

1.1 Introduction

Student assessment is the process of evaluating students’ abilities and achievements. It is

an ongoing continuous and daily activity in every classroom, and it is integral to effective

teaching. Student assessment in the Scarsdale Public Schools includes both classroom

assessment and standardized testing. While in some minds “standardized testing” is

synonymous with “student assessment,” student assessment actually encompasses a

variety of ways to determine how students are progressing in their learning. Student

assessment enables instructors to measure the effectiveness of their teaching by linking

student performance to specific learning objectives. As a result, teachers are able to

institutionalize effective teaching choices and revise ineffective ones in their pedagogy. The

measurement of student learning through assessment is important because it provides useful

feedback to both instructors and students about the extent to which students are successfully

meeting course learning objectives.

Assessment is an integral part of instruction, as it determines whether or not the goals

of education are being met. Assessment affects decisions about grades, placement,

advancement, instructional needs, curriculum, and, in some cases, funding. Assessment

inspire us to ask these hard questions: "Are we teaching what we think we are teaching?"

"Are students learning what they are supposed to be learning?" "Is there a way to teach the

subject better, thereby promoting better learning?" Today's students need to know not only

the basic reading and arithmetic skills, but also skills that will allow them to face a world that

is continually changing. They must be able to think critically, to analyze, and to make

inferences. Changes in the skills base and knowledge our students need require new learning

goals; these new learning goals change the relationship between assessment and instruction.
Teachers need to take an active role in making decisions about the purpose of assessment and

the content that is being assessed. Assessment as Learning is the use of ongoing self-

assessment by students in order to monitor their own learning, which is “characterized by

students reflecting on their own learning and making adjustments so that they achieve deeper

understanding.” The table above provides a summary of Assessment as Learning as a part of

a three-part assessment pyramid. An understanding of Assessment as Learning is essential in

a digital age where information is readily accessible and teachers move from being the

"knowledge-bearers" to knowledge-guides. Just as teachers guide students through the

acquisition of knowledge, they must guide students through the process of understanding

their own cognitive processes so that students learn to monitor their own learning and make

adjustments.

1.2 Learning Analytics

In the literature and on the web, several attempts to define LA can be found. The

following section presents important definitions, further differentiates LA from other fields,

describes models for the LA process, definitions of ‘indicators’, and elaborates on research

challenges.

The potential of analytics is to “help us to evaluate past actions and to estimate the

potential of future actions, so to make better decisions and adopt more effective strategies as

organizations or individuals”. In the case of LA, this purpose is oriented towards education.

Although different in some details, these definitions share an emphasis on converting

educational data into useful actions to foster learning. Furthermore, it is noticeable that these

definitions do not limit LA to automatically conducted data analysis. But the majority of

educational research assumes that “learning analytics make use of pre-existing, machine-

readable data, and that its techniques can be used to handle ‘big data’, large sets of data that

would not be practicable to deal with manually.”

1.3 Learning Analytics – definitions

 “Learning analytics refers to the interpretation of a wide range of data produced by

and gathered on behalf of students in order to assess academic progress, predict future

performance, and spot potential issues. Data are collected from explicit student actions, such

as completing assignments and taking exams, and from tacit actions, including online social

interactions, extracurricular activities, posts on discussion forums, and other activities that are

not directly assessed as part of the student’s educational progress. Analysis models that

process and display the data assist faculty members and school personnel in interpretation.

The goal of learning analytics is to enable teachers and schools to tailor educational

opportunities to each student’s level of need and ability.”

“Learning analytics need not simply focus on student performance. It might be used as well

to assess curricula, programs, and institutions. It could contribute to existing assessment

efforts on a campus, helping provide a deeper analysis, or it might be used to transform

pedagogy in a more radical manner. It might also be used by students themselves, creating

opportunities for holistic synthesis across both formal and informal learning activities.”

Learning analytics is becoming defined as an area of research and application and is

related to academic analytics, action analytics, and predictive analytics. 1Learning analytics

draws on a broader array of academic disciplines than educational data mining, incorporating

concepts and techniques from information science and sociology, in addition to computer

science, statistics, psychology, and the learning sciences. Unlike educational data mining,

learning analytics generally does not emphasize reducing learning into components but

instead seeks to understand entire systems and to support human decision making.

Learning analytics emphasizes measurement and data collection as activities that

institutions need to undertake and understand, and focuses on the analysis and reporting of

the data. Unlike educational data mining, learning analytics does not generally address the

development of new computational methods for data analysis but instead addresses the
application of known methods and models to answer important questions that affect student

learning and organizational learning systems. The Horizon Report: 2011 Edition describes the

goal of learning analytics as enabling teachers and schools to tailor educational opportunities

to each student’s level of need and ability (Johnson et al. 2011). Unlike educational data

mining, which emphasizes system-generated and automated responses to students, learning

analytics enables human tailoring of responses, such as through adapting instructional

content, intervening with at-risk students, and providing feedback.

1.4 Learning Analytics Principles

Prioritize Trustworthiness

Trustworthiness is a key component of the relationship between students,

staff and institutions. No party should engage in actions, practices or research

relating to Learning Analytics which could harm or jeopardise that trust. Since

the function of analytics is to support student success, institutions should have

nothing to hide. Full disclosure is a primary means of dispelling student and

staff concerns about ulterior motives. A useful rule of thumb may be to ask

‘Would students be surprised that we are using their data in this way?’

Actions

 Develop analytics strategy from the beginning in collaboration with

student representatives

 Set up your analytics to enable students to freely opt in/out of analytics-

led interventions at any time

 Establish and publicise a means by which students can complain about the

use of their data

Focus on benefitting learning

The primary purpose of Learning Analytics is to benefit student learning.

It is the responsibility of the institution to ensure that its capabilities and outputs

are not used in any way that conflicts with the primary purpose. Learning

Analytics gives users access to a wide range of potentially personal data that

would not be available otherwise. Institutions are responsible for ensuring that

all staff with access to this data are fully trained in the limitations of its

appropriate use.

Actions

 Identify a party in the institution with responsibility for overseeing the

use of analytics tools to ensure that all usage is compliant with Data

Protection legislation and institutional policies and guidelines

 Ensure that analytics data is only available to those staff with an explicit

responsibility for acting upon it

 Develop guidelines on the appropriate use of analytics data and Ensure

that all relevant staff are fully trained/informed

Maintain Transparency and Clarity

Institutions should be clear and transparent how and to what end they use

Learning Analytics. It is the responsibility of the institution to ensure that all

stakeholders, including students and staff, are kept fully informed and involved.

Transparency is not only a key element in maintaining a trusting relationship

between students, staff and the institution; it is also a legal requirement of Data

Protection legislation.

Students should be fully informed of all aspects of analytics including:

 What data is collected

 What data will be used to inform analytics interventions

  How the data is modelled (eg what are the components, weightings and the

mechanics of any algorithm (eg that identifies at-risk students) that makes

up a part of the institution's analytics)

 To what end(s) analytics is being used

 The principles and policy behind the analytics strategy

 How to opt out of analytics-led interventions

Actions

 Undertake a collaborative process involving all stakeholders as a first

step in establishing institutions analytics strategy. Identify the questions

they want to be able to answer, how they will engage with the data and

all considerations regarding acting upon the information

 Publicly publish all information relating to the institution's analytics

strategy and approach

 Be seen to make concerted efforts to draw students' attention to this

information

Bear Learning Partnership in Mind

Institutional policies, practices and procedures relating to Learning

Analytics should be respectful of students and staff as partners in learning. They

should be cognisant of the principles of academic freedom, student engagement,

enabling autonomous learning and mutual responsibility.

For Learning Analytics to succeed at the highest level of enhancing learning, it

is essential that institutional analytics strategies are developed with the

understanding that students are active partners in the learning process, rather

than passive subjects. As active partners, institutions are encouraged to adopt an

approach to interventions that aims to engage students to reflect and inspires

them to act.
Actions

 Every aspect of the institutional strategy should be developed in

conjunction with representatives of both students and staff

 Institutions are advised to use analytics interventions as an opportunity

to challenge, engage and inspire students

 Student feedback on their experience of the analytics approach should be

sought at regular intervals. Once sought, it should be acted upon where

possible or appropriate

Adopt a Scientific Approach

It is essential that Learning Analytics is underpinned by a rigorous,

scientific approach to modelling and intervention and is free from bias. Models

that are developed without such an approach will not only be incorrect but may

trigger unnecessary interventions that waste resources and may have a

counterproductive impact on students.

Actions

 Ensure that all modelling is undertaken by an appropriately qualified

professional

 Take steps to ensure randomisation of sample data and use

anonymisation and pseudonymisation minimise potential for bias

Respect the Data

It is the responsibility of the institution to ensure that all data which is gathered

or processed for Learning Analytics is accurate and is collected, analysed and

stored in a secure manner which is consistent with best practice and compliant

with data protection legislation.

Actions

 Invite a member of institutional data protection office to assist with

 development of institutional strategy

 Design your analytics approach to be fully compliant with Data

Protection legislation (Data Protection Acts 1988 & 2003 and GDPR)

 Ensure that your approach is also consistent with your institutional

policies on data

1.5 Purpose of learning analytics

The main purpose of Learning Analytics is to improve the performance of learners.

Also, the environment of learning in which the learner undergoes is enhanced which will

ultimately result in a quality education. Learning Analytics helps educator/ teacher to

understand the students. Learning capabilities can be improved for the learners. Software

analytics has taken a different route in all fields. Traditionally, education data was kept in

files and records. Data generated by the educational system is huge. Then, the storage

systems were introduced to store the educational data. The first stage of revolution happened

in education is when learning management system (LMS) got introduced. The second stage

of revolution in education is due to education enterprise system. The third stage is learning

analytics.

Learning Analytics is about the collection, analysis of data about the learners. It is an

emerging field in research which uses data analysis on every tier of educational system. The

analysis could be

 About the performance of learners through assessment

 About the participation of learners in traditional class rooms

 About the participation of learners in online learning rooms

 Participation in discussions

 About the learners skill which helps the teacher

 Personalized suggestions

 Decision making (Enrollments for universities)

  Success factors of students

 Feedback system

 Pedagogy

Academic analytics is for the institution level. Institution can use academic analysis to

know the success of the students. It can also be used to get the attention of public. Report of

the analysis can be used for the publicity of the institution. There are two types of analytics

that is possible on an educational data. Course level analytics is based on the analysis on the

course. Both the learners and educators are benefitted by this type of analysis. Aggregate

analytics is based on aggregate analysis which involves predictive modeling and the pattern

of success or failure of the course.

This paper is organized as review of various Learning Analytics Applications used in the

school based assessment. The purpose of the Learning Analytics is reviewed. Then the

different type of students involved in education system is also considered. Various tools,

techniques and data collection methods used to implement the Learning analytics is

discussed.

1.6 Benefits of Learning Analytics

a. Learning analytics are aimed at improving teaching and learning

Learning analytics involve the measurement, collection, analysis, and reporting of

data about learners and the contexts in which learning takes place, with the aim of improving

the teaching and learning environment. Data may be drawn from a learning management

system (LMS), as well as from other institutional sources, such as the student information

system, library records, attendance records, or other administrative systems. Data may also be

mined from sources external to the institution, including social media sites, surveys, and

online repositories.

Students can benefit from learning analytics: there are a variety of ways that students

can benefit from learning analytics, although the research evidence is equivocal on their
reliability and the conditions under which they are most effective. For example, through

learning analytics, students can be presented with a dashboard that indicates their progress in

a program or course, they can compare their engagement with others in the same course, they

can receive alerts from their instructor about how well they are progressing, or they can

receive suggestions for follow-up remedial actions if they are facing difficulties.

Faculty can benefit from learning analytics: Learning analytics assist faculty in

various ways, including preparing for lectures by indicating topics that students are having

difficulty with, fostering a better understanding of student needs, alerting faculty when they

need to intervene in discussion forums, and identifying effective course resources. Programs

can be improved through learning analytics

Learning analytics can provide academic administrators, faculty, and instructional

designers with data, which otherwise would be impractical to obtain. These data may include

curricular areas in need of improvement, which components of courses are most often used

or under-utilized, year-over-year comparisons of student performance, and by providing data

to inform academic programming decisions. Institutions can benefit from learning analytics

At the institutional, departmental, and program levels, learning analytics can provide data

about students at risk of dropping out, indicate factors leading to student success, chart

student progress through programs, and identify areas where tutorial or support programs

may need to be established.

Ethical use of student data is a serious concern: The potential nature, quantity, variety,

and veracity of data mined through learning analytics raise serious ethical and privacy

concerns. Added to this is the question of the moral and potential legal obligations of an

institution to act upon newly found information that may improve a student’s chances of

success. Therefore, institutions are advised to develop polices on data collection and usage,

codes of ethics, and procedures for the oversight of data.

 Most major learning management systems have learning analytics: Most learning

management systems (LMS) used in higher education today. In the case of commercial LMS,

analytics may be included or an optional component to purchase, whereas in open source

LMS analytics, modules may have to be installed by the system administrator. Learning

analytics are not without risks Although learning analytics have promising potential for

promoting student success, there are risks associated with their use. The risks include: data

can be misinterpreted, the predictive models are not fail-proof and may misclassify students,

contradictory findings can emerge, excessive demands on faculty time, and they can lead to

data overload with the sheer amount of information produced.

Potential threats to confidentiality are possible too if data are warehoused in external

repositories, such as those of LMS or other service providers. Accordingly, caution must be

exercised when storing and employing learning analytics data. Implementing and scaling up

learning analytics can be challenging Leaders must have a clear vision of why learning

analytics are going to be used in their institution and what can realistically be accomplished.

Institutions need to ensure that they have the staff with the required interdisciplinary skills,

financial resources, infrastructure, and organizational capacity and will to implement learning

analytics. Plans must be aligned with institutional goals and priorities, governance structures

need to be in place, and criteria need to be developed to measure success and ensure ethical

practices are upheld. A senior level champion is frequently seen as key to successful

implementation and scaling of an initiative. Moreover, faculties need to be involved in the

planning process and understand how learning analytics can benefit them and their students.

Learning analytics are an evolving field. Learning analytics are an evolving field with many

innovative developments taking place. There is a consensus that the most influential

development will be greater use of artificial intelligence to automate data capture and

recommend follow-up actions. Other advancements include the use of social network data to

enhance teaching and learning; use of emotional and video data; the development of open
source predictive algorithms; creation of cross-institutional data repositories; and enhanced

student and faculty dashboards. At the same time, learning analytics deal with sensitive

student personal information and could infringe on faculty autonomy, both of which may

hamper future developments if related issues are not adequately addressed.

1.7 Learning analytics and technology

In general, Data Analytics refers to methods and tools for analyzing large sets of data

from diverse sources aiming to support and improve decision making. Even though Data

Analytics includes now mature technologies applied in real-life financial, business and health

systems, it has only recently been considered in the context of Higher Education and School

Education.

Educational Data Analytics technologies are now considered as useful to overcome

practical barriers for sustainable and effective data-driven decision making in teaching and

learning. They can be classified in 3 main types, as follows:

1. Teaching Analytics refers to methods and tools that enable those involved

in educational design (Instructional Designers and/or educators) to analyse their

designs in order to reflect on and improve them prior to the delivery to the

learners.

2. Learning Analytics has been defined as “the measurement, collection, analysis

and reporting of data about learners and their contexts, for purposes of

understanding and optimising learning and the environments in which it occurs”.

3. Teaching and Learning Analytics, which combines Teaching Analytics and

Learning Analytics to support the process of teacher inquiry, facilitating teachers

to reflect on their teaching design using evidence from the delivery to the students.
Assessment is universally recognised as one of the most important – and powerful – elements

of an educational experience. It is also seen as one of the hardest to reform. However, there is

an increasingly accepted need for rethinking assessment if it is to keep up with current

theoretical, cultural and technological developments affecting teaching and learning.

Digital technologies open up new possibilities for more personalised, immediate and

engaging assessment experiences. However, the use of digital technologies for assessment

(referred to as ‘technology-enhanced assessment’) has yet to be ‘transformative’, with current

practices either replicating traditional assessment methods or manifesting in pockets of

innovation that are not widespread. How the potential of digital technologies can best support

improved assessment practices and preferred educational outcomes is becoming an issue of

increasing importance. An acknowledgement of the potential that digital technologies offer

should recognise the complexity of the task, the many factors affecting successful educational

change, and the significant ethical questions raised by the use of digital technologies in

assessment.

This series of discussion papers draw on a substantial review of literature which

aimed to identify the different ways in which technology currently impacts on educational

assessment practices and how it could contribute to a new vision for assessment.

 Transforming education through technology enhanced assessment

 Integrating the formative and summative through technology enhanced assessment

 Exploiting the collaborative potential of technology enhanced assessment in school

Education

 Learning analytics and technology enhanced assessment

 Ethical issues in technology enhanced assessment

 National standards and technology enhanced assessment

1.9 Learning analytics tool used in present study

1. OMR evaluator

2. Class Marker

3. MS excel

4. Socrative

5. Google quiz

6. Google classroom

7. Survey anyplace – mobile application

1. OMR Evaluator (Free OMR Answer sheet scanner)

OMR Evaluator application is designed to help teachers for creating template for

multiple choice question exams and also generate instant exam report by scanning answer

sheets with phone camera. Application support template creation for various type of exams

like JEE, AIEEE, NEET, AIMCET and other MCQ Exams. Special Features:

- Generate Exam Template with size up to 240 questions

- Supports various answer option type (Matrix, Numerical, 4 options, 5 options, True or

False)

- Detail Exam report in Excel file and also sends detail individual report to student on email

-Send exam report through SMS

- Supports various grading options

2. ClassMarker

ClassMarker's secure, professional web-based Quiz maker is an easy-to-use,

customizable online testing solution for business, training & educational assessment with

Tests & Quizzes graded instantly saving you hours of paperwork.

ClassMarker's hosted Online Testing software provides the best Quiz maker tool for teachers

& businesses. Used globally for business & enterprise training Tests, pre-employment

assessments, online certifications & compliance, recruitment, health & safety quizzes,

schools, universities, distance learning, lead generation, GDPR & CCPA compliance, online

courses, E-Learning, practice Tests & more. Can select to charge Users to take your online

Exams, so you can Sell Quizzes Online & receive payments instantly. Our custom web-based

Testing tool allows you to easily create secure online Exams & assessments with

advanced Quiz settings such as time limits, public & private Test access, randomize

Questions, instant feedback, multiple choice, matching, short answer, video, audio, essay &

more Question types, embed exams in Word press & Google Sites.

3. Socrative

Immediate feedback is a vital part of the learning process. Socrative gives just that for

the classroom or office – an efficient way to monitor and evaluate learning that saves time for

educators while delivering fun and engaging interactions for learners. Quickly assess student

understanding with prepared activities or on-the-fly questions, then adjust your teaching

based on the results. From quizzes to polls, create whatever type of activity suits your needs.

Shuffle questions, run your activity anonymously, provide instant feedback. Socrative quizzes

are easy to create and download. Create own and use them as many times as need. Since, they

are graded automatically in real time, will spend less time grading assignments and more time

catering to the needs of group.

4. Survey Anyplace
 Survey Anyplace helps create surveys, quizzes, and assessments that return personalized

advice in the final screen, through email, or in a branded PDF report.

1.9 School Based Assessment (SBA)

The term school based assessment may be defined as: Assessment that facilitates

attainment of competencies specified in terms of learning outcomes in a holistic manner

during teaching learning process. Assessment embedded in the teaching and learning process

within the broader educational philosophy of ‘assessment for learning’.

Salient features of SBA

• Integrate teaching-learning and assessment

• No load on teachers of documentation- recording, reporting

• Child-centered and activity based pedagogy

• Focus on (learning-outcome based) competency development rather than content

memorisation

• Broadening the scope of assessment by way of including self-assessment, peer-

assessment besides teacher assessment

• Non-threatening, stress free and enhanced participation/ interaction

• Focus on assessment of/and/as learning rather than evaluation of achievement

• Reposing faith on teacher and the system

• Enhancing self confidence in children

Assessment for Learning

Assessment is integral to teaching learning and occurs continuously during teaching

learning. In order to be holistic and free from biases or distortion, it needs to be multiple-

evidence based which requires tapping different sources to collect information using a range

of activities that the child participates in both inside and outside the classroom on different

aspects of learning, i.e. knowledge, performance, skills, interests, attitude and motivation.

This helps teachers not only to understand the learning gaps of each child but also to reflect,
review and modify their teaching learning as per the need and learning styles of students. It

involves students as partners in planning, transaction and assessment of the teaching learning

process and, thus, involves both giving and receiving feedback by the students and teachers.

Assessment as Learning This requires providing opportunities and space to students to

critically assess, reflect and analyse their own work during the teaching learning process and

identify their strengths and gaps. They may be encouraged to assess themselves and reflect on

peer and group work. Assessment as learning enhances child’s confidence and helps develop

abilities for lifelong learning. It also occurs during teaching learning.

Assessment of Learning

It is used to benchmark students’ learning against criteria (Process Skills/Learning

Indicators and Learning Outcomes) based on identified curricular aims and objectives. To

provide comprehensive information regarding the extent of student learning vis-à-vis

curricular objectives on all aspects of curriculum, including performance in different subject

areas, skills, interests, attitudes and motivation in a holistic manner without segregating into

compartments of scholastic and non-scholastic areas.

Teachers map the students’ progress on processes of learning based on evidence

collected using information from individual/group/self or peer assessment. A profile for each

child may be maintained which can be used to compile the progress of child in comparison to

her/his previous performance. The teacher may record these observations (in her/his diary/log

book/comments written on child’s notebooks/worksheets/projects, etc.) as and when required,

for her/him to monitor the learning progress of each child. It needs to be used meaningfully to

help children improve their learning and progress.

The prime objective of assessment is to decipher the learning needs of children to

allow them to build on their strengths, and support them to overcome the gaps in learning, if

any. To understand the ‘Why, What, and How’ of Assessment, let us have a look at;
 ––What are the criteria of assessment?

––What purpose does it serve?

These sub-sections elaborate on the criteria i.e. the learning outcomes, key features of

the assessment and its purpose with details on how we can observe children’s learning and

development using classroom and school based assessment strategies. Interview, self-

assessment, peer assessment, group work assessment, portfolio assessment, feedback,

authentic assessment, assignment, roll play, storytelling, simulation, project work,

experimentation, anecdotal records, checklist, rating scales, focus group discussion (FGD),

etc. Some of the major assessment strategies that are very supportive to school based

assessment had been given below:

1.9.1 Assessment of individual learning

Many activities such as tests (written/oral), creative writing (essay, story, poem

writing), picture reading, experimentation, individual projects, drawing and craftwork, etc.,

require individual assessment. Although the NCERT textbooks include many such

opportunities, yet a conventional classroom/school/ centrally administered written test (with

question-answers) or examination remains the most common choice with teachers and other

stakeholders. In spite of the limitations associated with this mode of assessment, we often

find resistance for its excessive usage from different stakeholders especially teachers and it

continues to be the most favourable option on account of the customary, convenient and

conventional approach in evaluation and reporting since last many decades. It may be

recognised that written tests are very useful assessment tools yet to use them to provide

meaningful and authentic information of a child’s learning, the teachers or any other

stakeholders need to rationalise and use them judiciously for assessment of a particular set of

skills and dispositions. Children understand better when the classroom learning relates to

their real lives and they do not feel alienated from the knowledge given in the textbooks.

Opportunities to reflect their own experiences on concepts and issues included in curriculum
make their learning deeper as it facilitates establishing linkages across concepts, themes,

subjects and stages of learning.

The NCERT textbooks include exercises having questions that require children to

answer on their own experiences rather than reproducing the textbook information. Such

kinds of questions allow multiple responses, as no single response is correct. So, these can be

effectively used under SBA whereas may not serve the purpose of a uniformly administered

centralized assessment system, on a large scale, with set answer keys. For example; in the

following questions, the answers to first option in each case will be based on a child’s own

experience whereas the second option can even lead to memorized

answers based on rote learning. The textbook is a very useful resource in the hands of

teachers but keeping in view the regional, cultural, geographical diversity it requires

contextualization as per the needs and contexts of students. So it is expected that a teacher

develops her/his set Vof questions/activities as per the contexts of children in her / his class

instead of using those given in the textbooks. For example — The textbook has the following

questions (1a and 1b) which different teachers adapted as 2a and 2b). Q-1a: What things are

made in your house from ripe and unripe mangoes?

Q-1b: What are the things made in your house from ripe or unripe bananas/coconut?

Q- 2a: How are these things made in your house?

- Papad - Badiyaan - Chikky

Q-2b: How are these things made in your house?

- Khakra - Thepla - Dhokla

Any question papers (bank) developed centrally at state, district, or block level and a

centralised assessment may not serve the purpose as it might restrict children from relating

with their context and also hinder reflections and expressions in terms of their own experiences.

1.9.2 Assessment of Group Learning

To use group-based assessment, the teachers must be clear about the aims behind using such

modes. The activities involving field visits, surveys, art work (like model making, Rangoli

making), experiments, projects etc. demand group work and can be used as excellent

opportunities to assess the process skills as well as social skills. Let us take an example of

one such group activity. Survey: Audit of the natural light, ventilation, cleanliness and

provisions for the differently-abled of your school. In order to do this activity with children of

class V, the teacher divided them into four groups.

• Group I — to find out about the availability of natural light in classrooms of your

school

• Group II — To explore the about the ventilation facility in different classrooms.

• Group III —To find out the cleanliness in the school

• Group IV —To assess the Provisions for the Differently abled

The teacher asked each group to divide the task amongst the group members for framing

questions, take observations and record them. She also helped children in the process. Some

of the questions developed by the groups were as under.

The assessment strategies should be such that provide authentic information on

child’s learning and development against the class wise learning outcomes defined under

each curricular area. Recognize that assessment is not just to measure what children can

recall, what was taught, but it is also to see, whether it translated in holistic ‘learning’ and

development acquiring the knowledge, skills and dispositions, which is not a onetime activity

but a continuous process. The assessment integrated with teaching learning provides

opportunities to enhance and understand what children learn by providing situations for new

learning which are varied in terms of modes and experiences that are process oriented and

engage children both ‘hands on’ and ‘minds on’. This makes the assessment, process oriented

and non-threatening to the learner and thus helps accomplish the learning outcomes.

1.9.3 Rubrics
A rubric is a comprehensive set of criteria used to assess students on a specific task. The

rubric outlines the criteria for the performance and assessment of the task. It is developed in

participatory way by both teacher and the students. Rubrics have flexibility and adaptability

that very few other assessment tools possess. When used correctly, rubrics have been shown

to provide timely feedback, prepare students to use detailed feedback, encourage critical

thinking, refine teaching methods, and facilitate communication with others. A Rubric is an

assessment tool that clearly indicates achievement criteria across all the components of any

kind of students’ work from written to oral to visual. Rubric consists of four parameters:

1. Assignment Description (e.g., Cleanliness Audit given above)

2. Scale Level (level I, II, III as given below in the table)

3. Dimensions (e.g., Question framing, data collection, etc. as given below in the table)

4. Dimension Criteria (framing question with help, independently, etc. are dimension children

assessed on criteria such as framing questions, data collection, etc.) Suggestive questions for

developing the Rubric

• How well did I/my friend plan for the activity or any task?

• How well did I/him/her follow the plan or the steps of activity/task?

• How can it be done in differently next time?

• What did I/he/she find difficult?

• How can I/she/he improve the work?

• What grade should I give myself/himself/herself?

1.9.4 Peer Assessment

Peer assessment requires students to provide either feedback or grade (or both) to

their peers on a product or a performance based on the criteria of excellence for that product

or event which students may have been involved in determining.

 The students can learn to reflect and critically evaluate their own progress and skill

development.
 The students can identify gaps in their understanding and capabilities.

 The students can discern how to improve their performances.

1. Peer Assessment Collaboration Rubric

7.5 Self-assessment

Assessment as learning is about children’s understanding about their own learning and is one

of the important aspects out of all the purposes of assessment. Self-assessment Self-

assessment is defined as the involvement of learners in making judgements about their

achievements and the outcome of their learning. It is important to emphasise on it right from

the early grades. The meta-cognition (Learning about Learning) through reflection and

critiquing one’s work by self or peers greatly helps children to improve further in this area,

and improve their overall performance. Children need to be given adequate opportunities to

assess their own work or that of their peers. The following questions may help

––How well did I/my friend plan for the activity or the visit or any other task?

––How well did I/him/her follow the plan?

––How can it be done differently next time?

––What did I/he/she find difficult?

––How can I/she/he improve the work?

––What grade should I give myself?

1.9.5 Portfolio

Portfolio is a collection of not just the best but all kinds of a child’s work or activities

done over a period of time. It is a purposeful collection of student work that exhibits the

students’ efforts, progress and achievements in one or more areas. The collection must

include student participation in selecting contents, the criteria for selection, the criteria for

judging merit and evidence of students’ self-reflection. This may include worksheets,

projects, creative writings drawings, assignments, tests, craft work, observations by teacher,

peers and self, collection of materials such as seeds, leaves, album of stamps and news items,

interests, abilities and problems of self, etc. A teacher analyses each child’s portfolio and

shares evidences of children’s learning to offer useful and pertinent feedback after some

intervals (quarterly, semi-annually or term end) to parents/guardians, children and other

stakeholders. Parents come to know of the abilities and interests of their wards that they tend

to overlook and with the feedback they can now support their children to progress. A portfolio is

a systematic collection of work of the learners. The purpose of maintaining the portfolio is to

assess the progression in the learning both for the teacher and the learner.
Examples of portfolios for different subjects

1.9.6 Written Tests

Written tests popularly known paper pencil tests are one of the most used tools for

reliable assessment of students in scholastic areas. But the problem with these paper pencil test

questions is that our teachers are prone to developing questions mainly rote learning based. In

school based assessment the questions are to be developed based on learning outcome

focusing on development of competencies. Hence, there is a need to acquaint our teachers in

developing competencies based questions instead of content/subject based questions. Some

exemplars of such questions relating to learning outcomes of mathematics, EVS and

Languages have been given in Annexure -II for teachers. Questions based on the perspectives

of the given exemplars will help improving problem solving, problem posing, critical

thinking, meta cognitive skills in students thereby strengthening school based assessment.

Recording and Reporting

Assessment should help the teachers to know how well each child is able to perform,

track her/his progress and give feedback to ensure further improvement. In no way, it is to

compare or rank children. Child’s reporting should be such that it motivates every child and
gives her/him the confidence that she or he can do better. Comprehensive report of

assessment captures a wide range of children’s performance to reflect a better picture of their

abilities and learning. Reporting of a child’s progress should be such that it reflects what a

child can do and share his/her strengths and suggest measures to improve and progress.

Negative remarks, generic or vague statements need to be avoided as these do not help or

encourage children to learn and progress. The example elicited below on the chapters based

on the theme ‘Family and Friends’ from Class III NCERT textbook might help you to

appreciate the integral aspect of assessment and teaching learning. It will also enable you to

comprehend the three purposes of assessment as mentioned above and use them in the EVS

classrooms as per the need and contexts of children and adapt the process for children at the

primary stage. The example depicts an EVS classroom from a rural area of Manipur (north

east). Realising the fact that the context/ milieu of children is crucial to effective transaction

of EVS and the core principles of assessment don’t vary with the context, this example will

also help you address the issue of adopting/ adapting the textual material in EVS, go beyond

it and plan learning situations in EVS.

The curricular expectations of EVS at the primary stage are — • acquiring awareness

about immediate/wider surroundings through lived experiences on various themes related to

daily life, e.g. Family, Plants, Animals, Food, Water, Travel, Shelter, etc.;

• nurturing natural curiosity and creativity for the immediate surroundings;

• developing various processes/skills, e.g. observation, discussion, explanation,

experimentation, logical reasoning, through interaction with immediate surroundings;

• developing sensitivity for the natural, physical and human resources in the immediate

environment; and pointing out/ raising issues related to equality, justice and respect for

human dignity and rights.

These curricular expectations are broad. In order to have a comprehensive view of a

child’s development and map her/his learning progress in EVS, as per these curricular
expectations, a set of learning outcomes in EVS for each class has been spelt out. These

require using pedagogical processes to create age appropriate and contextual learning

situations and considering learning needs and learning styles of the learners to facilitate

teachers to explore their existing ideas and build further on them to enhance their knowledge,

skills, values, interests and dispositions. The suggested pedagogical processes given class-

wise, in the table below, provide different stakeholders, especially teachers, some clues for

the learning situations.

These can help them plan and design learning tasks/activities and also assess children for

their learning progress in an inclusive classroom. Liklai teaches EVS at the primary level in a

government school (Thoubal, Manipur). Today she planned to introduce plants and some

physical features of plants to her students. Liklai identifies that the chapter is woven around

the following learning points:

• Plant diversity Size, colour and texture of the trunk

• Shapes and colours of the leaves

• Local festivals related to plants/harvest

She planned some learning situations that encouraged children to—

• observe the plant diversity in the surroundings;

• observe the physical features of plants (size, colour and texture of the trunk and

shapes, colour, texture and aroma of their leaves, etc.);

• record the observations; • compare and classify the observations;

• find out and discussion on the uses of plants in surroundings; • work together in

groups; and • actively participate in games and fun activities.

1.10 Rationale for Integrating Learning Analytics School Based Assessment

The reasons behind the integration of LA into practice can vary and listed and explained

possible objectives:

 • Monitoring,
  • Analysis,

 • Prediction,

 • Intervention,

 • Tutoring / Mentoring,

 • Assessment,

 • Feedback,

 • Adaptation,

 • Personalization,

 • Recommendation, and

 • Reflection.

possible objectives can be subsumed as “reflection and prediction”. This work adds the

objectives ‘awareness’, ‘action’, and ‘behavior change’ to complete this overall list.

Therefore, the ARLA model highlights especially the following goals, but it also

acknowledges the objectives mentioned above: • Monitoring and Awareness: The act of

supporting monitoring activities is supposed to help with decisions that different stakeholders

have to make. But this activity is not the final goal. Monitoring, e.g. tracking students’

activities, should lead to ‘awareness’, which is an important objective of this work and is

discussed in section

It is the prerequisite for reflection. Analysis and Reflection: During the activity of

monitoring data, one can detect surprising information or data constellations, which are hard

to explain. This often leads to analysis activities. Such surprises, uncomfortable feelings and

resulting analytical activities lead to ‘awareness’ and ‘reflection’ In these situations, users are

motivated to dig deeper into the data compared to just monitoring it. While monitoring is

rather receptive, analysis has a more active notion and demands higher involvement and

reflective thinking. Therefore, analysis has a higher potential to create impact. • Action and
Behavior Change: The adequate presentation of data and information to users by LA is

supposed to influence their way of thinking. With the help of analytics tools people can check

their own behavior and achievements and compare it to others. This reflection is the basis for

decisions on actions and improvement processes, which are then executed by constructive

actions and changes of behavior.

1.10.1 Professional Development of Teachers

This refers to skills and knowledge attained for both personal development and career

advancement. Professional development encompasses all types of facilitated learning

opportunities, ranging from college degrees to formal coursework, conferences and informal

learning opportunities situated in practice. It has been described as intensive and

collaborative, ideally incorporating an evaluative stage. There are a variety of approaches to

professional development, including consultation, coaching, and communities of practice,

lesson study, mentoring, reflective supervision and technical assistance

Student achievement is linked to numerous factors, but quality teachers are one of the

most important components of student success. If school teachers do not have the tools they

need to teach students effectively, their students will suffer. To teach effectively, teachers

need access to ongoing teacher professional development. This professional development

enables teachers to improve their own education through seminars, workshops, and classes.

Through teacher professional development, teachers learn new teaching strategies to improve

the quality of instruction. This allows them to make changes in the way they teach their

students, incorporating innovative teaching methods in the classroom. It teaches them how to

work with a variety of learning styles, since not all students learn the same way. It also helps

teachers change their day-to-day teaching methods, encouraging them to accept new methods

based on accurate education research.

Principles for Professional Development should:

Ensure depth of content knowledge.

 Provide a strong foundation in the pedagogy of particular disciplines.

Provide more general knowledge about teaching and learning processes, and about

schools and institutions.

Reflect the best available research.

Contribute to measurable achievements in student learning.

Expect teachers to be intellectually engaged with ideas and resources.

Provide sufficient time, support and resources to enable teachers to master new

content and pedagogy and integrate these into their practice.

1.11 Statement of the Problem

Learning analytics involve the measurement, collection, analysis, and reporting of

data about learners and the contexts in which learning takes place, with the aim of improving

the teaching and learning environment. Data may be drawn from a learning management

system (LMS), as well as from other institutional sources, such as the student information

system, library records, attendance records, or other administrative systems. Data may also be

mined from sources external to the institution, including social media sites, surveys, and

online repositories.

Students can benefit from learning analytics: there are a variety of ways that students

can benefit from learning analytics, although the research evidence is equivocal on their

reliability and the conditions under which they are most effective. For example, through

learning analytics, students can be presented with a dashboard that indicates their progress in

a program or course, they can compare their engagement with others in the same course, they
can receive alerts from their instructor about how well they are progressing, or they can

receive suggestions for follow-up remedial actions if they are facing difficulties.

Title of the Present study is “Effectiveness of Learning Analytics in School Based

Assessment.”

This study aimed to design learning analytics model for school based assessment and

train the teachers to use ways and means in learning analytics with the help of technology.

The easy and easily available software are selected and train the teachers on it. This has been

studied that the learning level of the teachers and their experience. Besides, the present study

to emphasize the process of assessment in terms of quick and reliable measurement and

interpretation of data comprehensively.

1.12 Objectives of the Study

The objectives of present research are

 To design learning analytics model (LAM) underlying inclusion in School Based

Assessment.

 To implement learning analytics model (LAM) in School Based Assessment and

observe the elements as keys of quality enhancement

 To evaluate learning analytics model (LAM) in School Based Assessment and

affords meta-learning, remedial teaching, decision making and feedback

mechanism.

 To suggest learning analytics model (LAM) for further adoption.

1.13 Research Questions

 Ensue towards the goal of research; the investigator has raised the following questions to

find out the effectiveness of learning analytics model (LAM) in School Based Assessment in

the present research

 What the positive outcomes are in learning analytics models (LAM) in School Based

Assessment with relate to gender and locality of the teachers?

 Will learning analytics model (LAM) in School Based Assessment be effective in

accessing training content by the participants from own place, to attaining the

required skills, explores required content support, enabling space for reinforcement

and affords meta-learning among the teachers?

1.14 Limitations of the Study

The limitations of present study are

 This study is confined with limited sample of 60 teachers from primary and upper

primary schools only.

 The proposed learning analytics model (LAM) in School Based Assessment had used

four LA softwares only.

 This model can be operated once the teachers can access the technology in terms of

accessing training content in various platforms

 The effectiveness of learning analytics model (LAM) in School Based Assessment be

tested in accessing training content by the participants from own place, to attaining

the required skills, explores required content support, enabling space for

reinforcement and affords meta-learning among the teachers only.

1.15 Conclusion
 The current collection and analysis of large, complex data sets in education is both

unprecedented and becoming more and more prevalent. Huge amounts of personal and

academic data about individuals and institutions are being captured and used to support

educational decision-making and denote achievement, which is increasingly data-driven and

measured by standardized test data. The analysis and use of large datasets in education and

other sectors is often assumed to facilitate better judgments, predict outcomes, and support

preventative intervention. However, these possibilities of deeper understanding and better

decision-making are tempered by a more complicated reality. Such datasets are often

complex, subjective, and difficult to understand and frequently overwhelm the capacity of

individuals and organizations to use them effectively and sensibly. Indeed, there are

significant challenges in how to manage, protect, interpret and purposefully use such

educational data to support learning. The field of ‘learning analytics’ addresses these

challenges.