Reflective writing analytics for actionable feedback
Open accessAbstract
Reflective writing can provide a powerful way for students to integrate professional experience and academic learning. However, writing reflectively requires high quality actionable feedback, which is time-consuming to provide at scale. This paper reports progress on the design, implementation, and validation of a Reflective Writing Analytics platform to provide actionable feedback within a tertiary authentic assessment context. The contributions are: (1) a new conceptual framework for reflective writing; (2) a computational approach to modelling reflective writing, deriving analytics, and providing feedback; (3) the pedagogical and user experience rationale for platform design decisions; and (4) a pilot in a student learning context, with preliminary data on educator and student acceptance, and the extent to which we can evidence that the software provided actionable feedback for reflective writing.
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A further interesting area of work involves the use of feedback analytics to support student academic writing.
“A further interesting area of work involves the use of feedback analytics to support student academic writing (Gibson et al., 2017; Knight et al., 2020).”
From A systematic review of the role of learning analytics in enhancing feedback practices in higher education (2022) · cites this paper as Gibson et al., 2017
Based on self-observations, students are able to adjust and adapt their learning process in accordance with their learning needs.
“based on these self-observations they are able to adjust and adapt their learning process in accordance with their learning needs (e.g. Gibson et al., 2017).”
From A systematic review of the role of learning analytics in enhancing feedback practices in higher education (2022) · cites this paper as Gibson et al., 2017
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- Authors
- Gibson, A., Aitken, A., Sándor, Á., Buckingham Shum, S., Tsingos-Lucas, C., & Knight, S.
- Affiliations
- University of Technology Sydney (AU)
- Xerox Research Centre Europe, Meylan, France
- University of Technology Sydney, Sydney, Australia
- Venue
- Proceedings of the Seventh International Learning Analytics & Knowledge Conference
- Publisher
- ACM
- Published
- 2017-03-13
- Pages
- 153-162
- OpenAlex
- W2592147208
- Cited by
- 83
- References
- 41
- Citations by year
- 2026: 3 · 2025: 2 · 2024: 5 · 2023: 10 · 2022: 14 · 2021: 12 · 2020: 14 · 2019: 12 · 2018: 8 · 2017: 3
- FWCI
- 76.43
- Type
- conference paper
- Language
- en
- Open access
- green
- eprints.qut.edu.au
- Locations
- International Conference on Learning Analytics and Knowledge (LAK) (publishedVersion)
- QUT ePrints (Queensland University of Technology) (submittedVersion)
- UTS ePRESS (University of Technology Sydney) (submittedVersion)
- Topics
- Social Sciences › Education › Reflective Practices in Education
- Physical Sciences › Computer Science › Computer Science Applications › Online Learning and Analytics
- Social Sciences › Education › Student Assessment and Feedback
- Keywords
- reflective writing, actionable feedback, writing analytics, automated feedback, authentic assessment, higher education, platform design, student acceptance
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