Abstract
This chapter reviews the state-of-play in overlap between learning analytics (LA), specifically data mining and exploratory analytics, and the field of measurement science. First, some basic ideas are introduced in a broad way. Then a current definition of LA is introduced, and main ideas of the area are discussed. Second, the logic of measurement science is reviewed, as instantiated through the BEAR Assessment System (BAS; Wilson, Constructing measures: an item response modeling approach. Lawrence Erlbaum Assoc, Mahwah, 2005), and illustrated in the context of an LA example. An example based in the context of ICT Literacy is presented, showing how complex digital assessments can be designed through BAS with attention to measurement science, while LA approaches can help to score some of the complex digital artifacts embedded in the design. With that background, ways are suggested through which the two approaches can be seen to support and complement one another, leading to a larger perspective. This chapter concludes with a discussion of the implications of this emerging intersection, and a survey of possible next steps.
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Notes
- 1.
BEAR Center = Berkeley Evaluation and Assessment Research Center.
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Wilson, M., Scalise, K., Gochyyev, P. (2018). Intersecting Learning Analytics and Measurement Science in the Context of ICT Literacy Assessment. In: Care, E., Griffin, P., Wilson, M. (eds) Assessment and Teaching of 21st Century Skills. Educational Assessment in an Information Age. Springer, Cham. https://doi.org/10.1007/978-3-319-65368-6_12
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