Leveraging Student Self-reports to Predict Learning Outcomes

摘要

Academic performance is typically measured through assessments on standardised tests. However, considerably less is known about the relationship between students self-assessment (metacognition and affective states) captured during the reading process and their academic performance. This paper presents a preliminary analysis of data gathered during a blended course offering using student self-reports on learning material as predictor of their academic outcomes. The results point to the predictive potential of such self-reports and the potentially critical role of incorporating such student self-reports in learner modelling and for driving teaching interventions.