Learning analytics seeks to enhance the learning process through systematic measurements of learning related data, and informing learners and teachers of the results of these measurements, so as to support the control of the learning process. Learning analytics has various sources of information, two main types being intentional and learner activity related metadata . This contribution aims to provide a practical application of Shum and Crick's theoretical framework  of a learning analytics infrastructure that combines learning dispositions data with data extracted from computer-based, formative assessments. The latter data component is derived from one of the educational projects of ONBETWIST, part of the SURF program 'Testing and Test Driven Learning'.
|Title of host publication||Proceedings of the Third International Conference on Learning Analytics and Knowledge|
|Editors||D. Suthers, K. Verbert, E. Duval, X. Ochoa|
|Place of Publication||New York|
|Number of pages||5|
|Publication status||Published - 1 Jan 2013|
Tempelaar, D. T., Heck, A., Cuypers, H., van der Kooij, H., & van de Vrie, E. (2013). Formative assessment and learning analytics. In D. Suthers, K. Verbert, E. Duval, & X. Ochoa (Eds.), Proceedings of the Third International Conference on Learning Analytics and Knowledge (pp. 205-209). ACM. https://doi.org/10.1145/2460296.2460337