Improving student performance in a first-year geography course: Examining the importance of computer-assisted formative assessment
Predicting student's performance is a challenging, yet complicated task for institutions, instructors and learners. Accurate predictions of performance could lead to improved learning outcomes and increased goal achievement. In this paper we explore the predictive capabilities of student's time-spent on answering (in-)correctly each question of a multiple-choice assessment quiz, along with student's final quiz-score, in the context of computer-based testing. We also explore the correlation between the time-spent factor (as defined here) and goal-expectancy. We present a case study and investigate the value of using this parameter as a learning analytics factor for improving prediction of performance during computer-based testing. Our initial results are encouraging and indicate that the temporal dimension of learning analytics should be further explored.