Category: Assessment and Learning Analytics

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Grade Inflation: Comparison of Competencies Among Public Schools Before and During the COVID-19 Pandemic

The aim of this study is to find traces of grade inflation during the pandemic on selected public schools in the Division of Bulacan. This phenomenon has been an issue across educational institutions since there was an implemented leniency on assessments during this period. The researchers focused on the average performance of the schools in

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Assessment of Self-Directed Learning Readiness Among Undergraduates of Teacher Education in Vietnam

This study aimed to evaluate levels of self-directed learning readiness (SDLR) among preservice teacher education undergraduates in Vietnam. The study employed quantitative method by using a SDLR survey questionnaire. The questionnaires were administered to 249 undergraduate students at a university in the north of Vietnam. The data was analyzed by SPSS 26.0 with descriptive statistics

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Revealing Test Answer Behavior Patterns Through Quartile Analysis

Characterizing a dataset by the mean value homogenizes the data to lose the integrity of the highs and lows, however, a quartile analysis quantifies the tendencies of both high- and lowperforming participants for comparison. This study analyzed the grammar assessment responses of 8th grade students to determine patterns of response between the lowest and highest

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Facilitating Students’ Transition to Higher Education: Interlinking Engagement Analytics and Digital Mediation

Higher Education Institutions’ approach to monitoring, managing and maintaining student engagement is evolving, accelerated by the Covid-19 pandemic and aligned prevalence of blended learning models. “Digital mediation”, i.e. the use of digital and analytic tools by higher education staff in managing, monitoring and maintaining students’ engagement, offers new opportunities in how interpersonal communication is facilitated

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A Method to Predict Students’ Success in Distance Online Courses

Information technologies change the entire structure of the educational process. Its aspects – academic, administrative, technical, communicative, and personal – acquire specific traits in the framework of online education. Scholars and practitioners nowadays face the task of developing new methodologies of assessing and predicting students’ success in online classes. One of such methods is described