Learning analytics in formative assessment: A systematic literature review

Abstract

This systematic review examines the use of learning analytics (LA) in formative assessment (FA). LA is a powerful tool that can support FA by providing real-time feedback to students and teachers. The review analyzes studies published on Web of Science and Scopus databases between 2011 and 2022 that provide an overview of the current state of published research on the use of LA for FA in diverse learning environments and through different delivery modes. This review also explores the significant potential of LA in FA practices in digital learning. A total of 63 studies met all selection criteria and were fully reviewed by conducting multiple analyses including selected bibliometrics, a categorical meta-trends analysis and inductive content analysis. The results indicate that the number of LA in FA studies has experienced a significant surge over the past decade. The results also show the current state of research on LA in FA, through a range of disciplines, journals, research methods, learning environments and delivery modes. This review can help inform the implementation of LA in educational contexts to support effective FA practices. However, the review also highlights the need for further research.

Keywords

• Learning analytics
• formative assessment
• assessment analytics
• bibliometrics

References

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