Diary Study of Teachers Using CBM Assessments for ASL/English

• In Event: AERA Roundtable Session Friday 3:20 pm Four Seasons Ballroom 1
  In Roundtable Session: Equitable Assessment Practices With Multilingual Learners (Table 10)

Abstract

This paper is about a diary study about teachers using learning analytics data to inform learning design. The study is based on eight theoretical aspects - learning design goals, student background and prior knowledge, social interactions and participation, feedback and assessment data, distributed learning, the role of teachers, and graph comprehension. The study aims to explore how teachers monitor student progress using a school software, AvenuePM. The study collects data using semi-structured interviews, logbook entries, and learning analytics tools over six weeks. Thematic analysis are proposed to identify research or learning design opportunities for equitable learning. Initial findings are presented in this paper based on affinity diagramming exercise of data from teachers who have completed the study.

Authors

• Sudip Ghosh, Pennsylvania State University

• Simon Hooper, Pennsylvania State University

• Leo Jian Liao, Pennsylvania State University

• Susan Rose, University of Minnesota

• Rayne A. Sperling, Pennsylvania State University