Epistemic network analysis of students’ longer written assignments as formative/summative evaluation

This paper investigates a method of developing pedagogical visualizations of student written assignments using keyword matching and Epistemic Network Analysis (ENA) on 16 teacher students’ longer written assignments on literacy analysis of fictional texts. The visualizations are aimed at summative evaluation as a tool for the professor to support assessment and understanding of subject learning. We applied two sets of keywords. The first set with 8 was general, the second set also with 8 focused on specific literary analysis concepts. Both results show that ENA can visually distinguish low, middle and high performing students, all though all not statistically significantly. Thus, our learning analytics trial provides a tool that supports understanding subject learning.