Assessment of the Implementation (Orchestration) of Learning Design for a Targeted Group of Students

A frequently used general definition provided by Scriven (1991), later adopted by the American Evaluation Association (2014), states: Assessment is a systematic process for determining merit, worth, importance, or significance.

In education, assessment is often understood as applied research (assessment is applied research) (e.g., Rallis, 2014), since assessments are frequently conducted as action research by teachers themselves. However, as methods of data collection and analysis become increasingly complex, this is no longer the case for most educators.

An important aspect of assessment emphasized here is that assessment serves as a basis for decision-making. In our context, decision-makers include students, teachers, programme leaders, deans, rectors, ministers, and other stakeholders.

More on assessment theory can be found in Wanzer, D. L. (2020).

Learning analytics does not replace pedagogical reflection; rather, it complements it by providing objective insights into how students engage with content, participate in activities, and achieve learning outcomes. Such insights can be crucial:

• for identifying vulnerable groups of students
• for refining the design of learning activities and materials
• for adapting assessment practices
• for improving student support.

For effective assessment of learning design implementation, it is essential to integrate contextual data (target student group, teaching approach, available resources), system data (LMS, learning design, and assessment tools), and feedback from participants (students and teachers).