Learning analytics-mediated formative assessment in STEAM education: a systematic literature review

Abstract

Assessment is a key cross-cutting process in STEAM education and learning analytics can bring key resources to this relationship, especially in the wake of the COVID-19 pandemic. For this reason, the aim of the study is to analyze the orientation of formative assessment mediated by learning analytics in STEAM education. To this end, a systematic literature review based on the PRISMA method was carried out in two high-impact scientific databases: Scopus and Web of Science. The results show the mediating character of learning analytics in formative assessment in the STEAM educational context, highlighting the adaptive feedback, together with the potential of artificial intelligence for a holistic management of learning. Finally, the integration of qualitative synthesis and co-occurrence analysis allowed projecting the intentionality of formative assessment in and from a collaborative, motivational and reflective learning environment, three core drivers of formative assessment mediated by learning analytics in a STEAM educational context: interactive pedagogical mediation, creative learning management and understanding of the ICT formative context.