TY - JOUR
T1 - Evaluación formativa mediada por analíticas de aprendizaje en la educación STEAM
T2 - una revisión sistemática de la literatura
AU - Medina-Zut, Patricia
AU - Soria-Valenci, Edith
AU - Ulloa-Guerr, Oscar
AU - Deroncele-Acost, Angel
N1 - Publisher Copyright:
© 2023 Fundacao Cesgranrio. All rights reserved.
PY - 2023
Y1 - 2023
N2 - Assessment is a key cross-cutting process in STEAM education and learning analytics can bring key resources to this relationship, especially in the wake of the COVID-19 pandemic. For this reason, the aim of the study is to analyze the orientation of formative assessment mediated by learning analytics in STEAM education. To this end, a systematic literature review based on the PRISMA method was carried out in two high-impact scientific databases: Scopus and Web of Science. The results show the mediating character of learning analytics in formative assessment in the STEAM educational context, highlighting the adaptive feedback, together with the potential of artificial intelligence for a holistic management of learning. Finally, the integration of qualitative synthesis and co-occurrence analysis allowed projecting the intentionality of formative assessment in and from a collaborative, motivational and reflective learning environment, three core drivers of formative assessment mediated by learning analytics in a STEAM educational context: interactive pedagogical mediation, creative learning management and understanding of the ICT formative context.
AB - Assessment is a key cross-cutting process in STEAM education and learning analytics can bring key resources to this relationship, especially in the wake of the COVID-19 pandemic. For this reason, the aim of the study is to analyze the orientation of formative assessment mediated by learning analytics in STEAM education. To this end, a systematic literature review based on the PRISMA method was carried out in two high-impact scientific databases: Scopus and Web of Science. The results show the mediating character of learning analytics in formative assessment in the STEAM educational context, highlighting the adaptive feedback, together with the potential of artificial intelligence for a holistic management of learning. Finally, the integration of qualitative synthesis and co-occurrence analysis allowed projecting the intentionality of formative assessment in and from a collaborative, motivational and reflective learning environment, three core drivers of formative assessment mediated by learning analytics in a STEAM educational context: interactive pedagogical mediation, creative learning management and understanding of the ICT formative context.
KW - Artificial intelligence
KW - Feedback
KW - Formative assessment
KW - Learning analytics
KW - STEAM education
UR - http://www.scopus.com/inward/record.url?scp=85174312471&partnerID=8YFLogxK
U2 - 10.22347/2175-2753v15i48.3918
DO - 10.22347/2175-2753v15i48.3918
M3 - Artículo
AN - SCOPUS:85174312471
SN - 2175-2753
VL - 15
SP - 480
EP - 508
JO - Meta: Avaliacao
JF - Meta: Avaliacao
IS - 48
ER -