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

Abstract

This paper reports on an exploratory trial of developing pedagogical visualizations of 16 students' written assignments on literary analysis using two sets of keywords and Epistemic Network Analysis (ENA). The visualizations are aimed at summative evaluation as a tool for the professor to support assessment and understanding of subject learning. Results show that ENA can visually distinguish low, middle and high performing students, but not statistically significantly. Thus, our trial provides a tool for the professor that supports understanding of subject learning and formative assessment.