Formative-assessment-based LA shows positive effects on achievement, motivation, and understanding, with personalized feedback reading time mattering¶

Claim · All claims
Evidence · 1 study (3 entries) · review r2–r3 · q2
Currency · newest study 2024 · checked against its sources 2026-10-20 (automated, 3 of 3 entries) · not reviewed by a person

Subclaims¶

q2 i? A DLS with a formative assessment tool can have a positive effect on student mathematics achievement and motivation, and feedback based on formative assessment can lead to better performance, satisfaction, and confidence. → Rebecka Rundquist 2024 q2 i? Personalized homework from an LA-based formative assessment tool led to higher mathematical understanding than non-personalized homework. → Rebecka Rundquist 2024 (2) q2 i? Longer reading time of personalized feedback positively affected learning, while reading time of general feedback did not seem to matter. → Rebecka Rundquist 2024 (3)

Evidence¶

Rebecka Rundquist 2024¶

Rebecka Rundquist, Kristina Holmberg, John Rack, Zeynab Mohseni and Italo Masiello. (2024). Use of Learning Analytics in K–12 Mathematics Education: Systematic Scoping Review of the Impact on Teaching and Learning. Journal of Learning Analytics 11(3). https://doi.org/10.18608/jla.2024.8299

q2 · i? · quant-synthesis · r2

The review reports, from Faber et al. (2017), positive effects of a DLS with a formative assessment tool on mathematics achievement and motivation, and that its feedback functions led to better learning performance, satisfaction, and confidence.

"Using a DLS with a formative assessment tool can have a positive effect on student mathematics achievement and motivation (Faber et al., 2017)."

Rebecka Rundquist 2024 (2)¶

Rebecka Rundquist, Kristina Holmberg, John Rack, Zeynab Mohseni and Italo Masiello. (2024). Use of Learning Analytics in K–12 Mathematics Education: Systematic Scoping Review of the Impact on Teaching and Learning. Journal of Learning Analytics 11(3). https://doi.org/10.18608/jla.2024.8299

q2 · i? · review · r3

The review reports Rodríguez-Martínez et al.'s (2023) comparison of personalized versus non-personalized homework generated from an LA-based formative assessment tool, with analytics designed according to a taxonomy of error types.

"Personalized homework from an LA -based formative assessment tool can lead to a higher level of mathematical understanding compared to non-personalized homework (Rodríguez-Martínez et al., 2023)."

Rebecka Rundquist 2024 (3)¶

Rebecka Rundquist, Kristina Holmberg, John Rack, Zeynab Mohseni and Italo Masiello. (2024). Use of Learning Analytics in K–12 Mathematics Education: Systematic Scoping Review of the Impact on Teaching and Learning. Journal of Learning Analytics 11(3). https://doi.org/10.18608/jla.2024.8299

q2 · i? · review · r2

The review reports Yang and Lu's (2021) finding that reading time predicted learning only for personalized feedback, with no apparent impact for general feedback.

"Longer reading time of personalized feedback can have a positive effect on learning, while time spent reading general feedback does not seem to have an impact on learning (Yang & Lu, 2021)."

Discussion¶

Related Claims¶

• Assessment for learning improves achievement — the general claim this finding bears on, with the studies behind it
• LA usage in K–12 mathematics has a generally positive effect on student learning, with high-performing students benefiting most — a broader claim this one bears on
• A DLS with multiple scaffolds improved achievement and SRL attitudes, with high-achieving students beating traditional teaching but not flipped classroom — related
• Guiding analytics for learners can improve mathematics achievement, retention, learning strategies, and reduce math anxiety — related
• Self Assessment Improves Self Regulated Learning — related
• Teacher use of LA for DBDM makes DLS use more effective for learning, and teacher support increases student usage — related
• Self-regulated learning improves achievement — related
• LA is used in higher-education feedback studies for a range of objectives beyond improving feedback itself, with reflection the most common (43% of studies) — related
• LA-based feedback shows potential to save educators time compared with traditional one-by-one feedback provision — related