@inproceedings{alana2017formative,
  abstract = {This article aims to compare the teacher and students’ perceptions on
the formative assessment process carried out in a blended course in Brazil. To
achieve this goal, the authors used analytics techniques to analyse the online
activities which were supported by the LearnWeb collaborative platform. The
performed analysis investigated metrics related to the interactive student profile
considering learning activities such as: creating groups of resources, selecting,
uploading and commenting on learning resources. The results show that
clustering and classification techniques may be used to investigate students
profile and can be useful in preventing students’ dropout. The authors
conducted a survey to draw an analogy between users’ opinions about the
course and their behaviour on the platform. The questionnaires results
highlighted the positive impressions, awareness, and motivation of the teacher
and of the students during the formative assessment process.
},
  added-at = {2017-12-25T15:44:01.000+0100},
  author = {Alana, Morais and Danielle, Medeiros and Davide, Taibi and Ivana, Marenzi},
  biburl = {https://www.bibsonomy.org/bibtex/20ab104e1ac8f6e1a459cf2563fa5a199/marenzi},
  editor = {Eric, Ras and Ivana, Marenzi and Bernardo, Pereira Nunes},
  eventdate = {September 2016},
  eventtitle = {3rd Workshop on Technology-Enhanced Formative Assessment (TEFA 2016)},
  interhash = {95da7ea500f143dd10aea4d5d8addaa9},
  intrahash = {0ab104e1ac8f6e1a459cf2563fa5a199},
  issn = {1613-0073},
  keywords = {learnweb2.0 myown sysrelevantforl3s},
  language = {English},
  pages = {16-36},
  publisher = {CEUR},
  series = {CEUR Workshop Proceedings},
  timestamp = {2017-12-25T15:44:01.000+0100},
  title = {Formative Assessment supported by Analytics Techniques: a case study on teacher and students perceptions.},
  url = {http://ceur-ws.org/Vol-1850/},
  venue = {Lyon, France},
  volume = 1850,
  year = 2017
}