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Developing a multiple-document-processing performance assessment for epistemic literacy

Knight, Simon and Littleton, Karen (2015). Developing a multiple-document-processing performance assessment for epistemic literacy. In: Proceedings of the Fifth International Conference on Learning Analytics And Knowledge, ACM, pp. 241–245.

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URL: http://lak15.solaresearch.org/
DOI (Digital Object Identifier) Link: https://doi.org/10.1145/2723576.2723577
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Abstract

The LAK15 theme “shifts the focus from data to impact”, noting the potential for Learning Analytics based on existing technologies to have scalable impact on learning for people of all ages. For such demand and potential in scalability to be met the challenges of addressing higher-order thinking skills should be addressed. This paper discuses one such approach – the creation of an analytic and task model to probe epistemic cognition in complex literacy tasks. The research uses existing technologies in novel ways to build a conceptually grounded model of trace-indicators for epistemic-commitments in information seeking behaviors. We argue that such an evidence centered approach is fundamental to realizing the potential of analytics, which should maintain a strong association with learning theory.

Item Type: Conference or Workshop Item
Copyright Holders: 2015 ACM
ISBN: 1-4503-3417-2, 978-1-4503-3417-4
Keywords: learning analytics; performance assessment; epistemic cognition; literacy; assessment; data mining; information seeking; digital literacy
Academic Unit/School: Faculty of Science, Technology, Engineering and Mathematics (STEM) > Knowledge Media Institute (KMi)
Faculty of Science, Technology, Engineering and Mathematics (STEM)
Faculty of Wellbeing, Education and Language Studies (WELS)
Interdisciplinary Research Centre: Centre for Research in Education and Educational Technology (CREET)
Item ID: 41711
Depositing User: Simon Knight
Date Deposited: 21 Jan 2015 09:45
Last Modified: 07 Oct 2016 18:56
URI: http://oro.open.ac.uk/id/eprint/41711
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