Grounding LAI feedback in constructive alignment and the Hattie–Timperley feedback model structures personalised interventions¶
Claim · All claims
Evidence · 1 study · designr2·q2
Currency · newest study 2024 · checked against its sources 2026-10-27 (automated, 1 of 1 entry) · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q2 i? SPPA uses the CA Mapping Model plus Hattie and Timperley's three feedback questions (Where am I going? How am I going? Where to next?) to generate personalised feedback and revision plans during interventions. → Alalawi 2024
Evidence¶
Alalawi 2024¶
Alalawi, K., Athauda, R., & Chiong, R. (2024). An Extended Learning Analytics Framework Integrating Machine Learning and Pedagogical Approaches for Student Performance Prediction and Intervention. International Journal of Artificial Intelligence in Education. https://doi.org/10.1007/s40593-024-00429-7
q2 · i? · design · r2
Descriptive account of the Course Delivery phase, where the CA Mapping Tool maps ATs to CLOs so feedback answers the three effective-feedback questions, and "the revision plan ... is automatically generated based on the CA Mapping Model." The article offers this as a design rationale rather than a tested comparison.
"SPPA encourages and facilitates effective feedback based on the Hattie and Timperley (2007) model for effective feedback."
Discussion¶
Related Claims¶
- Academics piloting SPPA provided effective interventions and held positive views of the framework — related
- Feedback that answers three questions (Where am I going? How am I doing? Where to next?) improves learning — a broader claim this one bears on
- Feedback about self as a person is the least effective feedback level; task, process, and self-regulation feedback support learning and combine for greater impact — a broader claim this one bears on
- Learning analytics research most often supports the 'where the learner is now' stage of formative assessment (51% of studies) and rarely the 'how to get there' stage (2%) — related
- A practitioner brief, citing Heritage (2009), reports that teachers who can identify a stage of student learning cannot necessarily identify the next instructional steps — related
- A self-service course-level framework lowers the infrastructure barrier to piloting learning analytics interventions — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
ca-and-feedback-model-structure-lai-interventions |
title |
Grounding LAI feedback in constructive alignment and the Hattie–Timperley feedback model structures personalised interventions |
description |
Grounding LAI feedback in constructive alignment and the Hattie–Timperley feedback model structures personalised interventions |
status |
review |
evidence_strength |
weak |
newest_evidence |
2024 |
source_checked |
2026-10-27 |
generated |
by process:wiki-ingest on 2026-10-27 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — alalawi-2024 |
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