The Impact of Learning Design on the Mastery of Learning Outcomes in Higher Education
Date
2025
Authors
Divjak, B.
Barthakur, A.
Kovanović, V.
Svetec, B.
Editors
Advisors
Journal Title
Journal ISSN
Volume Title
Type:
Conference paper
Citation
15th International Conference on Learning Analytics and Knowledge Lak 2025, 2025, pp.726-737
Statement of Responsibility
Conference Name
15th International Conference on Learning Analytics and Knowledge (3 Mar 2025 - 7 Mar 2025 : IRELAND, Dublin)
Abstract
Ensuring constructive alignment between learning outcomes (LOs) and assessment design is crucial to effective learning design (LD). While previous research has explored the alignment of LOs with assessments, there is a lack of empirical studies on how assessment design influences LO mastery, particularly the relationship between formative and summative assessments. To address this gap, we conducted an empirical study within an undergraduate mathematics course. First, we evaluated the course's learning design to identify potential gaps in constructive alignment. Then, using a sample of 169 students, we analysed their assessment results to explore how LO mastery is demonstrated through formative and summative assessments.
This study provides a novel learning analytics (LA) methodology by combining cognitive diagnostic models, epistemic network analysis, and social network analysis to examine LO mastery and interdependencies. Our findings reveal a strong connection between the mastery of LOs through formative and summative assessments, underscoring the importance of well-constructed LD. The practical implications suggest that LA can serve as a critical tool for quality assurance by guiding the revision of LOs and optimising LD to foster deeper student engagement and mastery of critical concepts. These insights offer actionable pathways for more targeted, student-centered teaching practices.
School/Discipline
Dissertation Note
Provenance
Description
Access Status
Rights
Copyright 2025 Copyright held by the owner/author(s). This work is licensed under a Creative Commons Attribution 4.0 International License (https://creativecommons.org/licenses/by/4.0/)