How Learnosity powers accelerated learning
Learnosity offers world-class technology for building and delivering online assessments at scale.
The unique Learnosity authoring, assessment, and analytics API product suite leverages a powerful and flexible infrastructure to deliver consistent outcomes around the world, 365 days a year for 6.5 million monthly active users.
Teaching & learning scholar advising on effective feedback product development
Learnosity’s mission is to make a difference to education worldwide, through technology. We continually invest in product improvements and are currently working with a Teaching & Learning scholar to unleash a range of pedagogical principles that drive best practice in the provision of effective feedback.
Optimizing effective feedback for accelerated learning
Constructive feedback is a crucial part of the learning cycle and effective feedback practices form the bridge between assessment and learning. Feedback is one of the most important influences on student learning (Fonesca, 2015; Hattie and Timperley, 2007; 2017; Tinto, 1999). Learnosity is optimizing effective feedback from its assessment suite to drive more effective, higher quality teaching and accelerate student learning.
Linking assessments to learning outcomes
High-quality feedback can accelerate student learning by as much as eight months (Hattie, 2007). Learnosity’s simple and customizable Authoring products for teachers, academics, and content producers ensure strong alignment with positive learning outcomes. Our approach creates a cost-effective means to enhance learning and can be implemented in any educational context.
Engaging learners to increase achievement
Online assessments can support teachers, peers, parents, and students to engage in providing effective feedback and increase student achievement at all levels. Learnosity assessment products include the provision for students to self-report their expected grade before taking tests. This reflective functionality has potential to motivate students and has been proven to increase student achievement (Hattie, 2007).
Commitment to best practice accessibility
At Learnosity, we strive to make education better for everyone. We use accessibility and usability standards to inform and inspire both beautiful aesthetics and functional design. Our accessibility efforts are guided by the Web Content Accessibility Guidelines (WCAG) version 2.0 (level AA) and Section 508 of the Rehabilitation Act.At Learnosity, we strive to make education better for everyone. We use accessibility and usability standards to inform and inspire both beautiful aesthetics and functional design. Click To Tweet
The development of resilience and a growth mindset in students depends on the provision of a safe environment in which risks can be taken (Dweck, 2006). Effective feedback throughout the completion of an assessment task provides a formative opportunity for learners to reconsider their ideas and reshape their answers. Learnosity’s interactive tools can capture detailed instructor feedback using free text, audio recorders, rating scales, and a variety of other helpful tools to present accessible feedback to students.
Adaptive assessments enable personal pathways to achievement
Effective feedback helps learners navigate their own pathway to success. It advises them where they are going, how they are doing and where they will go next. This increases self-efficacy, which is critical if the learner is to control their learning. According to AITSL (2017), high-quality feedback involves the ability to chart next steps for all students on their learning journey through the identification of performance gaps.
Learnosity’s adaptive assessments are an extremely powerful way to measure individual student performance. Question items can be chosen dynamically based on student performance. This enables the instructor to challenge more advanced students while others remain engaged with questions tailored to their estimated ability.
Optimizing for successful future learning
Effective feedback should always move learners forward and optimize their ability to succeed in the future. Instructional feedback provides an opportunity for users to utilize information received in order to make the necessary modifications to improve (Cohen and Sasson, 2016; Hattie, 2009; Hattie and Timperley, 2007). Learnosity’s analytics deliver powerful, granular assessment reporting to educators, empowering them to use data-driven strategies that can help develop more effective teaching and learning.Learnosity’s analytics deliver powerful, granular assessment reporting to educators, empowering them to use data-driven strategies that can help develop more effective teaching and learning. Click To Tweet
Personalizing learning for individual needs
Effective feedback is personalized, addresses the learner by name, and is always focused on the growth and development of the student against the task. Black and Wiliam (1998, p.6) remind us that “feedback to any pupil should be about the particular qualities of his or her work, with advice on what he or she can do to improve and should avoid comparisons with other pupils.”
Learnosity’s live progress reporting tracks individual student’s assessment progression to enable dynamic, real-time insights. Educators can then tailor revision, mentoring, or additional challenges as needed to deliver a personalized teaching program that meets the needs of students of all levels of ability. While built to perform at scale, Learnosity can be used to deliver a highly individualized learning experience.
Providing real-time feedback and scoring
Effective feedback is immediate and appears while the question and the learner’s original answer are still front of mind. The timeliness of feedback is critical to its success. Learners receiving immediate feedback perform better than learners who receive delayed feedback (Johnson, 2014; Lemley, Sudweeks, Howell, Laws and Sawyer, 2007). Well-constructed online assessments are capable of providing more timely and useful feedback. Learnosity securely processes and scores assessments in real-time, making results automatically available for reporting and feedback.
Supporting learners with targeted feedback
Feedback helps keep students “on target” for achievement and regular “check-ins” with students lets them know where they stand (Pappas, 2014; Reynolds, 2014). Multiple types of feedback can be beneficial to learners and instructors alike. Formative assessments are particularly effective when distractor rationale and/or optional hints are provided to the learner. Authors can save rich text hints or instructions with their Learnosity questions to help students when they are answering the question. This targeted feedback approach means that the learner gains an understanding of revision requirements while receiving specific direction to facilitate further learning.
Motivating students to succeed
Effective feedback should yield results for the recipient. It is designed to help them understand where they are, where they are going, and support them in the endeavor to achieve success against the agreed criteria. Research consistently shows that effective feedback stimulates and motivates learners to acknowledge success and strive for improved performance (Leibold and Schwarz, 2015). In a digital setting, providing effective online feedback has a positive impact on learner performance (Goldsmith, 2014).In a digital setting, providing effective online feedback has a positive impact on learner performance (Goldsmith, 2014). Click To Tweet
Ongoing academic research & development
Learnosity aims to continue engaging with Teaching & Learning scholars and academics to support pedagogical research that highlights best practice. The integration of this research throughout our authoring, assessment, and analytics products will remain one of our central value propositions. We welcome relevant research inquiries from interested academics at email@example.com.
- Black, P & Wiliam, D. (2009). Developing the theory of formative assessment. Educational Assessment, Evaluation and Accountability, 21(1), pp 5-31.
- Cohen, D. a. S., I. (2016). Online quizzes in a virtual learning environment as a tool for formative assessment. Journal of Technology and Science Education, 6(3), 188-208.
- Fonseca, J., Carvalho, C., Conboy, J., Valente, M. O., Gama, A. P., Salema, M. H., & Fiúza, E. (2015). Changing Teachers’ Feedback Practices: A Workshop Challenge. Australian Journal of Teacher Education, 40(8). dx.doi.org/10.14221/ajte.2015v40n8.4
- Getzlaf, B., Perry, B., Toffner, G., Lamarche, K., & Edwards, M. (2009). Effective instructor feedback: Perceptions of online graduate students. The Journal of Educators Online, 6(2).
- Goldsmith, L. (2014). Digital feedback: An integral part of the online classroom. Distance Learning, 11(2), 33-40.
- Hattie, J. (1999). Influences on student learning. Inaugural Lecture: Professor of Education.
- Hattie, J & Timperley, H. (2007). The Power of Feedback. Review of Educational Research, 77(1), pp 81-112.
- Johnson, S. (2014). Applying the seven principles of good practice: Technology as a leveller in an online research course. Journal of Interactive Online Learning, 13(2), 41- 50.
- Leibold, N. & Schwarz, L.M. (2015). The Art of Giving Online Feedback. The Journal of Effective Teaching. 15(1), 34-46.
- Lemley, D., Sudweeks, R., Howell, S., Laws, R. D., & Sawyer, O. (2007). The effects of immediate and delayed feedback on secondary distance learners. Quarterly Review of Distance Education, 8(3), 251-260, 294-295.
- Pappas, C. (2014). 9 Tips To Give and Receive eLearning Feedback. Retrieved from https://elearningindustry.com/9-tips-give-receive-elearning-feedback
- Reynolds, L. (2013). 20 Ways To Provide Effective Feedback For Learning. Retrieved from Teach Thought website: https://www.teachthought.com/technology/20-ways-to-provide-effective-feedback-for-learning/
- Ross, S., Jordan., S & Butcher, P. (2006). Online instantaneous and targeted feedback for remote learners, in Bryan, C. and Clegg, K. (eds), Innovative assessment in Higher Education, Routledge.
- Tinto V. (1999). Taking retention seriously: Rethinking the first year of college. NACADA Journal, 19(2), 5–9.