# data[].attributes.body
Wordwall, Padlet, Quizziz, crossword, puzzles, live work sheets, kahoot and many more.

# data[].attributes.body
I use at my activity Wordwall, Padlet, Quizziz game

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Use assessment tools and quick feedback and checklists for competence validation.

# data[].attributes.body
I use at my activity Quizziz game, Liveworksheets, Padlet, Wordwall

# data[].attributes.body
I love from the video the idea of e-textbooks that could share data with LMS about the number of pages read, the notes made or the number of times a video was watched. Livresq is a tool I could use for students to encourage take decisions about their own learning.

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start with a diagnostic test then kwl then worksheets then meetings and demonstrations.

Analyzing the results according to the outcomes of each lesson. divide the results in categories, calculate the average for each outcome, then a record will help the student  in personalized learning.

# data[].attributes.body
First of all, we must determine the way in which students tend to learn. In this direction, we should prepare assessment tools according to the abilities of the students.

# data[].attributes.headline
Data collected via an online assessment of students' cognitive functioning (LPAD) plus data collected from paper questionnaires (such as Open University on Dyslexia) and classroom observation

# data[].attributes.subject
Data collected via an online assessment of students' cognitive functioning (LPAD) plus data collected from paper questionnaires (such as Open University on Dyslexia) and classroom observation

# data[].attributes.body
Eu uso as plataformas teams ou google classroom para partilhar documentos, vídeos, tarefas com objetivos muito bem traçados. Coloco tarefas e dou feedback do trabalho realizado.

# data[].attributes.headline
personal data ,and pre and post surveys will help a lot.

# data[].attributes.subject
personal data ,and pre and post surveys will help a lot.

# data[].attributes.body
I use boards, worksheets, projects, personalized tests, different educational sites.

# data[].attributes.body
I am an English teacher so when I start working with a new class or at the beginning of a new school year, I set a level test on listening, reading and vocabulary and grammar to see where we can start from. I also use self assessment and peer assessment to help them find more about their learning styles and their progress.

# data[].attributes.body
personalized test, feedback, portfolios, self assesment

# data[].attributes.body
I use with my students  Quizziz game, Liveworksheets, Padlet, Wordwall,Kahoot,etc.

# data[].attributes.body
various web2.0 tools and checklists (peer and individual assessment scales)

# data[].attributes.headline
Katarina, Serbia: online quizzes, crossword puzzles, questionnaries, self-assessments, peer evaluation, interactive games, livework sheets

# data[].attributes.subject
Katarina, Serbia: online quizzes, crossword puzzles, questionnaries, self-assessments, peer evaluation, interactive games, livework sheets

# data[].attributes.body
By using a variety of different materials online (quizzes, worksheets, personalized tests, self assessment, peer assessment....) students can get feedback on their progress is understanding the text he/she reads or listens, the amout of vocabulary he/she mastered, their needs, weaknessess as well as strenghts, ways they learn better....

# data[].attributes.body
The video presents data analysis as the basis for creating a customized learning ecosystem. Use as an example e-textbook  could share data with a learning management system; and online quizzing tool that showseach student mastery of the material Other methods I use to make students aware of their own learning in analogical ways are crossword puzzles, questionnaires, self-assessment, peer evaluation. And using mobile devices use LIVEWORKSHEET, interactive self-assessable tabs, EDUCAPLAY interactive games word roulettes, crossword puzzles, in BOOKWIDGETS: flash cards, interactive images, WAKELET for job sources and presentations, and in TEAMS the rubrics of the tasks.

# data[].attributes.body
Iuse quizzes,worksheets,tests and sometimes web2 tools.

# data[].attributes.body
Assesments, quizzes,personalized activities and tests, worksheets, self and peer assessment, kwl

# data[].attributes.body
Assessment sheets, quizzes, personalized tests, projects, portfolios, quizzes

# data[].attributes.body
Assessments, daily self-evaluation, pre and post questionnaire, real-world tasks.

# data[].attributes.body
Building personal glossary
Transcribing questions made by teacher during lessons

# data[].attributes.body
The necessary data to fascilitate student's decisions could be iin the form of surveys, tests and essays, both online and offline. These should be mainly selfassement material

# data[].attributes.body
I use boards, worksheets, projects, personalized tests, different educational sites.

# data[].attributes.body
personalized online tests

# data[].attributes.body
My student age group is small, I do project-based education suitable for their age groups. At the end, students do self-assessment, peer assessment and I make teacher assessment. These assessments are usually done with labels, namely stickers. (Since the students are illiterate:)

# data[].attributes.body
Online questionnaire and educational platforms.

# data[].attributes.body
We can use personalised tests, student portfolios and self-assessment as well as creativity-based tasks.

# data[].attributes.body
Data collected from a mix of quantitative and qualitative data.
Data from pre- and post-surveys.
Also, diagnostic learning analytics so that learners understand why they succeeded or not, or why they struggle to finish a task, etc.

# data[].attributes.body
Personalized online tests, assessment sheets, suveys, quizzes ....

# data[].attributes.body
quizzes.debates.surveys.posters,mind maps, wakelet and sway created by sts

# data[].attributes.body
Quizzez, surveys, personalized tests, assessment sheets, projects, portfolios.

# data[].attributes.body
Student data that could help student make decisions about their own learning:
- how well he know the alphabet and a vocabulary
- how fast or slow he reads
- how much of what he read he understands
- is he better with understaning a text if he listens to audiobook
- what kind of texts are for him
- how much time he has to scedule for reading
- at what time of day should he read
- if he needs help from a student or a teacher or does he need harder texts and therefor more challenge
- student reflection, tracher reflection, selfreflection
- where
- data of other students to know where he stands

# data[].attributes.body
Quantitative (data, statistics, numbers) and qualitative (non-numerical, words, observations) data are useful for a data strategy.
Each activity should help our students to understand the progress they are making.
Each activity should serve our students to understand the progress they are making.
Every learning/teaching action should leave a visible and understandable trace in the sand.

# data[].attributes.body
Quizzes, portfolios, tests, pre and post class exams,  projects, debates, rubrics, self-evaluation.

# data[].attributes.body
A list of student data: how long it takes to read a text, how many times he watches a video, where he most often makes mistakes, which questions in the area he has not mastered, what is the student's learning style, is it more visual or audio,  is he more motivated if he learns through play or through project tasks, whether he needs an individual approach for a certain subject, area, supplementary or additional work, what are the test results and task analysis, feedback via formative assessment and teacher recommendations for further advancement

# data[].attributes.body
Formative assessment, evaluation, quizzes, project, folders, posters, mind maps, etc.

There are different ways to get reactive feedback

# data[].attributes.body
-feedback on their interests
-feedback on needs, strenghts, weaknesses (based on usual tests at school and their opinions)
-information about the way they like working (pairs, groups, on their own, at home by watching a video, reading online or offline)

# data[].attributes.body
A list of student data that could help students make decisions about their own learning:
- how long it takes to read a text;
- how many times he watches a video within the lesson;
- where he most often makes mistakes, which questions in the area he has not mastered;
- what is the student's learning style, is it more visual, auditory or...;
- is he more motivated if he learns through play or through project tasks, or research, programmed material...
- whether he needs an individual approach for a certain subject, area, supplementary or additional work;
- what are the test results and task analysis;
- feedback via formative assessment and teacher recommendations for further advancement...

# data[].attributes.body
I use quizzes, projects, worksheets.

# data[].attributes.body
Formative Data. Short quizzes, question and answer drills and a simple show of hands generates a certain kind of data.

# data[].attributes.body
Short online quizzes, self-evaluation, projects, portfolios, observational data, student files, tests etc.

# data[].attributes.body
I teach at a vocational school where students are trained to become computer technicians, so the data I would collect would be:

- The student has read the material of the analyzed teaching unit: Yes/No

- Percentage of answers to the quiz with questions on the analyzed topic __

- Which questions did the student not answer correctly:

- The student correctly applies what he has learned when solving problem tasks: Yes / Partially / No

- What types of tasks did he have problems with:

- The student independently creates program solutions in new conditions: Yes / With less help from the teacher / With more help from the teacher

- The student presents the created solutions to problem tasks to peers:  In detail / with several sub-questions / with a larger number of sub-questions
- Summary of student self-evaluation on the adoption of learning outcomes

# data[].attributes.body
General culture games, online tests with closed questions, educational platforms that support distance learning.

# data[].attributes.body
Quizzes, portfolios, tests, pre and post class exams,  projects, surveys, debates, rubrics, self-evaluation.

# data[].attributes.body
I usually use these activities

Formative Data. Short quizzes (Quizzez, Kahoot, LearningApp), question and answer drills and a simple show of hands generates a certain kind of data.

Observational Data.

Standardized Tests and Project Work.

Student Files.

Student Reported Data.

Looking for data in the right places.

# data[].attributes.body
I give them more time and more exercises to solve according to their needs

# data[].attributes.body
Besides LMS, online quizzing tools and digital tools with analytics and feedback data we can use notes and anecdotal data we collect on students' work and progress as well as testing and exam asssessment results.

# data[].attributes.body
The type of Data one could use in order to help students monitor their performance, the mastery of the learning material and the achievement of the highest level of learning, should be a combination of both qualitative and quantitative one. This would also better spring from the synchronous contact during the teaching process in-class: instructions given, remarks underlined, marks given in tests and tasks’ completion, comments made on school work and students’ participation and contribution in the teaching process, as well as from students’ level and frequency of participation and performance during an asynchronous kind of teaching: videos viewing, reading and processing of digital material suggested or/and offered online quizzes, gamification, homework given, etc.

The balanced and carefully designed teaching, learning and assessing material that provide essential quantitative and qualitative Data, should be open to access from both students and parents in order the learning to become personalized, to offer individual feedback and to enhance students’ confidence and accountability. This Data could be derived from: e-portfolios, assignments’ depositories, self-assessment results via rubrics, posts on forums and wikis, use of statistics and analytics, an offered learning path, a progress’ description system and many other tools which are normally provided by an modern MLS.

The relevant derived Data could be extensively and constructively used by students in order to take  control of what has to be done, what has been already done and what remains to be done. By this way, students enhance their motivation, take ownership over their learning and performance, reflect on learning and set goals, rather than passively participate in a least engaging everyday school routine.

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The sort of data required to make decisions about learning paths, either from the stand point of the student or teacher, is definitely diagnostic. I would find useful to know about the mastery of prerequisites for my particular subject, and of some more advanced topics that may be transferable from other subjects. The problem I find with this approach is to convey the results in a meaningful way.

# data[].attributes.body
Data taken while the student is learning, eg reading, watching a video or listening show his engagement; his outputs show his achievement, online quizzes show a rate of success.
Formative assessment describe his progress at a certain time, shows him the way how to improve if necessary.

# data[].attributes.body
I can use the e-Textbook to  monitor the number of reading times for the pages required of them and the time spent by each student in reading and using analysis tools, I can identify the level of each student in reading.
I also use the Word Wall application to design different activities in the form of questions for the subject and show the number of times each student attempts to answer and the mistakes he made and his attempts to correct the answer

# data[].attributes.body
It is necessary to keep notes on the students' work. It is also important that students receive feedback (quizzes, problems and research tasks)

# data[].attributes.body
The data I can use are:
1. Time students spent on a task – if it took too much time we can identify what was problematic about the task
2. Accuracy of answers – to check for understanding and misconceptions
3. Rubric positioning – to track progress

# data[].attributes.body
A mix of quantitative and qualitative data can be used and also a variety of data tools, with formative assessment. Sharing results, giving constant feedbacks and being clear could help our students to read their own data and to change and improve their knowledge.

# data[].attributes.body
I suggest online activities to my students and want them to keep learning out of the classroom. Personalized lerning is take part especiallt out of the classroom because we have to move together in the classroom.

# data[].attributes.body
Personolized learning is very inportant.
While data use in schools can be powerful for informing and improving instruction, it is even more impactful when students are invested in the data as well.
Learners develop their motivation when they are given ownership over their performance. Rather than passively participating, students who understand their data are able to actively engage in their own learning, partnering with educators to set goals, monitor progress, reflect on learning, and celebrate successes. When given the right structures and supports to build data literacy, students develop the right habits and skills to take control of their learning in school – and beyond.
Students who set goals based on data have the ability to reflect on their performance and make informed decisions on how to navigate their learning.
İ use Kahoot, Quizzez, different surveys, debates, self-evaluations

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The data that could be used by students taking decisions about their own learning:
1. progress or mastery of a specific skill / competence
2. Knowledge of a topic
3. time spent doing tasks
4. extra practice targets

# data[].attributes.body
quizzes, portfolios, tests, pre and post class exams, project suggestions

# data[].attributes.body
I use projects, quizzes and kahoo

# data[].attributes.body
I appreciated the video and since some time ago I'm aware of the need to talylor students learning to their skills and habilities. We can´t  teach all students at the same time and in the same way. Teachers and students, must know their weakness and strengths, and teacher or peer feedback can help a lot

# data[].attributes.body
I use a digital classroom in Moodle, where students have access to their learning path at games, assignments, wikis and quizzes. We see together with students their participation in the collaborative tools. In addition, I implement a student portfolio and observation.

Apart from the Moodle tools I use:

- digital concept maps
- rubrics

- robotic constructions (critical thinking/collaboration and observation between students)

- scratch projects in mathematics and physics, where the result gives feedback to the students on whether or not the goal has been achieved.

# data[].attributes.body
Generally speaking, to personalize learning, a learning management system like Google Classroom will alow the students to know the work that has been done and the one that hasn't, helping them to have a better control over de quantity of work submitted and indicating which tasks should he or she be doing at the present moment.

To boost student's confidence, Google Sheets associated with Google Forms, for example, could help the students to become aware about their own feelings in general and towards learning.

In association with student's accountability, a simple Google Doc with timelines could help students to see where they have achieved success and alert when problems arise.

To improve learning outcomes, an online quizzing tool like Quizizz or Kahoot allows students to assess previous skills and knowledge, identify mastery of the material and engage with new challenges.

To increase rates of retention, the use of rubrics and self-assessment could allow the students to ask for help when needed as well as to only move to the next unit when the mastery of the specified learning objetive is demonstrated.

# data[].attributes.body
Quizzes, projects, sureveys, debates, rubrics, self-evaluation.

# data[].attributes.body
I use quizzes, projects, portofolios, sueveys, debates.

# data[].attributes.body
I use a variety of digital tools that consist of questions that analyze the level at which students have mastered outcomes, math literacy, and problem solving skills. Students self-assess their knowledge using a list of achieved outcomes. I try to choose digital tools with well- organized statistics and reports.

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Self-assesment, formative assesment, rubrics.

# data[].attributes.body
Formative assesment, rubrics to analyze projects, quizzes for learning and self evaluation, worksheets, projects, digitally doing mind maps of the subject...

# data[].attributes.body
Students can use analytical data while reading: how many pages they read, how fast they read, how many books they read. We also use quizzes about books read and surveys in which they express their opinion about what they have read.

# data[].attributes.body
Formative assesment (quizzes), rubrics, self-evaluation, peer-evaluation.

# data[].attributes.body
I use boards, worksheets, projects, personalized tests, different educational sites.

# data[].attributes.body
Utilizo 🤬, quizzes, kahoots, excel, teams, trabalhos com avaliação por rubricas,...

# data[].attributes.body
Assessment sheets, quizzes, personalized tests, projects, portfolios, projects, debates.

# data[].attributes.body
Quizzes and surveys made with digital tools so I can get complete feedback through analytics. Self-assessment sheets for students so they can get feedback about their skills and knowledge regarding other students.

# data[].attributes.body
I use assessment sheets, quizzes, personalized tests, projects, portfolios, quizzes

# data[].attributes.body
Online quizzes, surveys, project based learning activities.

# data[].attributes.body
Data on access to work materials allowed me to signal to students that they did not complete the task. The data on the time spent on certain activities are excellent for me; how quickly they solved the test, how long they studied certain work resources, whether they watched the video lesson and how many times. The main problem is the lack of motivation of students. During the online classes, they knew how to indicate in real time that they were present at the class (they didn't agree to the camera being on all the time, and it was uncomfortable for me to demand that) and actually go back to bed. Then I would tell the students to log out of the lesson and a few of them would stay logged in, not following the class at all. They often apologized for technical difficulties (camera, microphone not working, they can't hear, etc.).

# data[].attributes.body
I use quizzes and self-assessment tables. In the quizzes, students get feedback on the accuracy of the solved tasks, and in the tables they evaluate the skills and knowledge they have acquired.

# data[].attributes.body
I use online quizzes, surveys, project based learning activities.

# data[].attributes.body
Self-assessment, rubrics and quizzes

# data[].attributes.body
I use quizzes, rubricks, surveys, tables...

# data[].attributes.body
Quizz tools, on-line testing, data bases that register students' learning process.
I use quizz tools which help me make statistics concerning different elements that I taught and even for collecting data such as: students' favourite subjects, what they liked mostly in class, what projects they would like to be involved in.