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|Title:||Renovating Assessment for the Future: Design-Based Implementation Research for a Learning-in-Class Monitoring System Based on the Learning Sciences|
|Publisher:||International Society of the Learning Sciences, Inc. [ISLS].|
|Citation:||Shirouzu, H., Saito, M., Iikubo, S., Nakayama, T., & Hori, K. (2018). Renovating Assessment for the Future: Design-Based Implementation Research for a Learning-in-Class Monitoring System Based on the Learning Sciences. In Kay, J. and Luckin, R. (Eds.) Rethinking Learning in the Digital Age: Making the Learning Sciences Count, 13th International Conference of the Learning Sciences (ICLS) 2018, Volume 3. London, UK: International Society of the Learning Sciences.|
|Abstract:||Renovating assessment requires a shift to continuous formative assessment including lesson improvement which entails a collaborative Plan-Do-Check-Act cycle of teachers. However, it takes too much time to turn the cycle in ordinary life. Thus, we propose two ideas to develop an assessment system: first, a collaboration between humans and AI by utilizing teachers’ assessment efforts to advance the knowledge of both, and second, an embedment of the collaboration in the DBIR community. Study 1 introduces the case of a veteran teacher who turned the PDCA cycle twice by finding a problem in his lesson with his colleagues using a dialogue analysis tool and by hitting upon a new plan, which engendered more productive students’ dialogues, which referred to the expected keywords. Study 2 demonstrates the effects of the pre-registration of keywords into a dialogue transcription system on the recognition rate. Both results led us to propose a Learning-in-Class Monitoring System.|
|Appears in Collections:||ICLS 2018|
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