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Reflecting on reflective writing analytics: assessment challenges and iterative evaluation of a prototype tool

Authors:

Simon Buckingham Shum,

Ágnes Sándor,

Rosalie Goldsmith,

Mindy McWilliamsAuthors Info & Claims

LAK '16: Proceedings of the Sixth International Conference on Learning Analytics & Knowledge

Pages 213 - 222

https://doi.org/10.1145/2883851.2883955

Published: 25 April 2016 Publication History

Abstract

When used effectively, reflective writing tasks can deepen learners' understanding of key concepts, help them critically appraise their developing professional identity, and build qualities for lifelong learning. As such, reflecting writing is attracting substantial interest from universities concerned with experiential learning, reflective practice, and developing a holistic conception of the learner. However, reflective writing is for many students a novel genre to compose in, and tutors may be inexperienced in its assessment. While these conditions set a challenging context for automated solutions, natural language processing may also help address the challenge of providing real time, formative feedback on draft writing. This paper reports progress in designing a writing analytics application, detailing the methodology by which informally expressed rubrics are modelled as formal rhetorical patterns, a capability delivered by a novel web application. This has been through iterative evaluation on an independently human-annotated corpus, showing improvements from the first to second version. We conclude by discussing the reasons why classifying reflective writing has proven complex, and reflect on the design processes enabling work across disciplinary boundaries to develop the prototype to its current state.

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Cited By

Tang LShen KLe HShen YTan SZhao YJuelich TLi XGašević DFan Y(2024)Facilitating learners' self‐assessment during formative writing tasks using writing analytics toolkitJournal of Computer Assisted Learning10.1111/jcal.1303640:6(2822-2839)Online publication date: 11-Jul-2024
https://doi.org/10.1111/jcal.13036
Sembey RHoda RGrundy J(2024)Emerging technologies in higher education assessment and feedback practices: A systematic literature reviewJournal of Systems and Software10.1016/j.jss.2024.111988211(111988)Online publication date: May-2024
https://doi.org/10.1016/j.jss.2024.111988
Alwahaby HCukurova M(2024)Navigating the ethical landscape of multimodal learning analytics: a guiding frameworkEthics in Online AI-based Systems10.1016/B978-0-443-18851-0.00014-7(25-53)Online publication date: 2024
https://doi.org/10.1016/B978-0-443-18851-0.00014-7
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Index Terms

Reflecting on reflective writing analytics: assessment challenges and iterative evaluation of a prototype tool
1. Applied computing
  1. Education

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Information & Contributors

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Published In

cover image ACM Other conferences

LAK '16: Proceedings of the Sixth International Conference on Learning Analytics & Knowledge

April 2016

567 pages

ISBN:9781450341905

DOI:10.1145/2883851

General Chairs:
Dragan Gašević
University of Edinburgh, United Kingdom
,
Grace Lynch
Society for Learning Analytics Research
,
Program Chairs:
Shane Dawson
University of South Australia
,
Hendrik Drachsler
University of the Netherlands
,
Carolyn Penstein Rosé
Carnegie Mellon University

Copyright © 2016 ACM.

Permission to make digital or hard copies of all or part of this work for personal or classroom use is granted without fee provided that copies are not made or distributed for profit or commercial advantage and that copies bear this notice and the full citation on the first page. Copyrights for components of this work owned by others than ACM must be honored. Abstracting with credit is permitted. To copy otherwise, or republish, to post on servers or to redistribute to lists, requires prior specific permission and/or a fee. Request permissions from [email protected]

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New York, NY, United States

Publication History

Published: 25 April 2016

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LAK '16

LAK '16: 6th International Conference on Learning Analytics and Knowledge

April 25 - 29, 2016

Edinburgh, United Kingdom

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LAK '16 Paper Acceptance Rate 36 of 116 submissions, 31%;

Overall Acceptance Rate 236 of 782 submissions, 30%

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Cited By

Tang LShen KLe HShen YTan SZhao YJuelich TLi XGašević DFan Y(2024)Facilitating learners' self‐assessment during formative writing tasks using writing analytics toolkitJournal of Computer Assisted Learning10.1111/jcal.1303640:6(2822-2839)Online publication date: 11-Jul-2024
https://doi.org/10.1111/jcal.13036
Sembey RHoda RGrundy J(2024)Emerging technologies in higher education assessment and feedback practices: A systematic literature reviewJournal of Systems and Software10.1016/j.jss.2024.111988211(111988)Online publication date: May-2024
https://doi.org/10.1016/j.jss.2024.111988
Alwahaby HCukurova M(2024)Navigating the ethical landscape of multimodal learning analytics: a guiding frameworkEthics in Online AI-based Systems10.1016/B978-0-443-18851-0.00014-7(25-53)Online publication date: 2024
https://doi.org/10.1016/B978-0-443-18851-0.00014-7
Messina CJones CPoe M(2023)Prompting Reflection: Using Corpus Linguistic Methods in the Local Assessment of Reflective WritingWritten Communication10.1177/0741088322114942540:2(620-650)Online publication date: 9-Mar-2023
https://doi.org/10.1177/07410883221149425
Adilkhanova BZhumadilova ATripathi S(2023)Supervised Learning Algorithm: Enhancing Reflective Writing Skills within the Context of the International Project ‘Out of Eden Walk’ and the Principles of ‘Slow’ Journalism2023 4th International Conference on Computation, Automation and Knowledge Management (ICCAKM)10.1109/ICCAKM58659.2023.10449604(1-5)Online publication date: 12-Dec-2023
https://doi.org/10.1109/ICCAKM58659.2023.10449604
Ahadi ASingh ABower MGarrett M(2022)Text Mining in Education—A Bibliometrics-Based Systematic ReviewEducation Sciences10.3390/educsci1203021012:3(210)Online publication date: 15-Mar-2022
https://doi.org/10.3390/educsci12030210
Ahmad ASchneider JGriffiths DBiedermann DSchiffner DGreller WDrachsler H(2022)Connecting the dots – A literature review on learning analytics indicators from a learning design perspectiveJournal of Computer Assisted Learning10.1111/jcal.1271640:6(2432-2470)Online publication date: 26-Jul-2022
https://doi.org/10.1111/jcal.12716
Alwahaby HCukurova MPapamitsiou ZGiannakos M(2022)The Evidence of Impact and Ethical Considerations of Multimodal Learning Analytics: A Systematic Literature ReviewThe Multimodal Learning Analytics Handbook10.1007/978-3-031-08076-0_12(289-325)Online publication date: 9-Oct-2022
https://doi.org/10.1007/978-3-031-08076-0_12
Falcão TMello RRodrigues RDiniz JTsai YGašević DRensing CDrachsler HKovanović VPinkwart NScheffel MVerbert K(2020)Perceptions and expectations about learning analytics from a brazilian higher education institutionProceedings of the Tenth International Conference on Learning Analytics & Knowledge10.1145/3375462.3375478(240-249)Online publication date: 23-Mar-2020
https://dl.acm.org/doi/10.1145/3375462.3375478
Pontual Falcão TFerreira Mello RLins Rodrigues R(2020)Applications of learning analytics in Latin AmericaBritish Journal of Educational Technology10.1111/bjet.1297851:4(871-874)Online publication date: 19-Jun-2020
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