Abstract:
Unlocking the true depth of student learning has always been a nuanced challenge. Traditional methods like multiple-choice tests and essays, while valuable, have limitations in a world shaped by powerful AI tools. One concern is ensuring academic integrity with the rise of AI tools that can mimic skills assessed through traditional methods. However, this challenge also presents an opportunity to reimagine assessment and focus on the critical skills needed to thrive in the AI era. Skills like critical thinking, problem-solving, creativity, and self-directed learning become paramount. This workshop will explore the potential of learning analytics to reimagine assessment in the age of AI. The workshop will discuss promising learning analytics approaches that can be used in assessment, with a particular focus on process and authentic assessments for formative purposes enabled by learning analytics. Finally, the workshop will explore the complexities and future needs in using learning analytics for assessment in the age of AI.

Speaker's bio:
Dragan Gašević is Distinguished Professor of Learning Analytics and Director of Research in the Department of Human Centred Computing of the Faculty of Information Technology and the Director of the Centre for Learning Analytics at Monash University. Dragan’s research interests center around data analytic, AI, and design methods that can advance understanding of self-regulated and collaborative learning. He is a founder and served as the President (2015-2017) of the Society for Learning Analytics Research. He has also held several honorary appointments in Asia, Australia, Europe, and North America. He is a recipient of the Life-time Member Award (2022) as the highest distinction of the Society for Learning Analytics Research (SoLAR) and a Distinguished Member (2022) of the Association for Computing Machinery (ACM). In 2019-2023, he was recognized as the national field leader in educational technology in The Australian’s Research Magazine that is published annually. He led the EU-funded SHEILA project that received the Best Research Project of the Year Award (2019) from the Association for Learning Technology.