Please use this identifier to cite or link to this item: https://repository.isls.org//handle/1/2297
Title: Towards Teaching Analytics: Repertory Grids for Formative Assessment
Authors: Vatrapu, Ravi
Reimann, Peter
Hussain, Abid
Issue Date: Jul-2012
Publisher: International Society of the Learning Sciences (ISLS)
Citation: Vatrapu, R., Reimann, P., & Hussain, A. (2012). Towards Teaching Analytics: Repertory Grids for Formative Assessment. In van Aalst, J., Thompson, K., Jacobson, M. J., & Reimann, P. (Eds.), The Future of Learning: Proceedings of the 10th International Conference of the Learning Sciences (ICLS 2012) – Volume 2, Short Papers, Symposia, and Abstracts (pp. 341-345). Sydney, NSW, AUSTRALIA: International Society of the Learning Sciences.
Abstract: This paper introduces the Repertory Grid Technique (RGT), developed in personal construct psychology, for Technology Enhanced Formative Assessment (TEFA). Repertory Grid is a method for eliciting personal constructs of learners about elements belonging to the topic of study. The method of Repertory Grid is presented first followed by brief descriptions of two classroom studies and two eye-tracking controlled laboratory studies. Empirical findings contribute to a better understanding of the integration of Repertory Grid into teaching as an in-class learning activity or a take-home exercise, methodological support for teachers to designing and deploying RGT exercises, and computational support for visualizing the Repertory Grid data at the individual student level and whole classroom level for "teaching analytics" purposes. We outline the design and development of the Repertory Grids for Formative Assessment (RGFA) tool and conclude with directions for future work.
URI: https://doi.dx.org/10.22318/icls2012.2.341
https://repository.isls.org//handle/1/2297
Appears in Collections:ICLS 2012

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