MAPPING LEARNING OBJECTIVES AND STUDENT PERFORMANCE THROUGH DATA INTEGRATION AND LEARNING ANALYTICS
University of Connecticut (UNITED STATES)
It is a well-established fact through the education literature that there exists a gap in students’ knowledge on concepts in mathematics. Most of the discussion about this gap is surrounded around the lack of students’ knowledge in the area of developmental mathematics.
The goal of this paper is to present three things:
• A unique way of integrating data on student performance and mapping it to the concepts that are being tested on the assessment of student performance at the university level.
• Present a new data integration and concept mapping system to understand the students’ shortcomings in the basic areas of mathematics. It will explore, for example how students in calculus 2 struggle with concepts of basic algebraic factorization, which is introduced in algebra 2.
• To showcase the ways in which professors, instructors and teaching assistants can use the topic level data to enhance their instruction to address the knowledge gap.
The author will also show the map of future work that involves predictive analysis for retention of students in the STEM disciplines, which would be done as a direct result of the data integration and assessment system.