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Learning Analytics Conference 2015 Presentation
1. Using Transaction-Level Data to Diagnose
Knowledge Gaps and Misconceptions
Randy Davies, Rob Nyland, John Chapman, Gove Allen
Brigham Young University
LAK15, Marist College, Poughkeepsie, NY
@robnyland @chapmjs
2. Introduction
• Does assessment data give us an
accurate picture of student knowledge?
• Do assessments leave room for possible
student misconceptions?
• What could be the possible problems with
these student misconceptions?
3. Types of Data
System Level Data
• Macro-level data: Data for groups of students,
universities. Typically the realm of academic
analytics.
Individual Level Data
• Assessment Data: Data about student performance in
class activities
Transaction Level Data
• The individual transactions that create an
assessment. Step level data.
4. Research Questions
1. How can we identify misconceptions from
student log data?
2. Does student log data tell a different story
than final answer data?
6. Data Collection
• Data collected from online Intro to Excel
Class
– www.myeducator.com
• Assessments are situated and task-based
• Step-level data for each task is captured
9. Types of Errors
Optimal
Solution
TEXT TEXT TEXT
Used $ when
not needed
=$C11*$C$8
=C11*$C$8
Major Issue
Failed to use
$ when it was
needed
=C11*C8
=$C8*$C11
Used $
incorrectly
=C$11*C8
=C8*C$11
Type in value
to avoid $ use
=C11*0.0675
0.50.05
Error Weighting
Optimal Solution: =C11*C$8
0.5 0.6
Minor Issue
11. Knowledge Gap Analysis Results
0%
5%
10%
15%
20%
25%
30%
35%
40%
45%
Solution Process Final Answer
First Attempt
2nd Attempt
Amount of Error Detected
Major Errors Only
12. Knowledge Gap Analysis Results
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
Persisted Resolved Emerged No Error
Solution Process
Final Answer
Only Major Errors
13. Knowledge Gap Analysis Results
0%
10%
20%
30%
40%
50%
60%
70%
80%
Persisted Resolved Emerged No Error
Solution Process
Final Answer
Including Minor Errors
14. Future Work
• Automating the process of discovering
patterns in student answers
• Give feedback to the student based on
their responses