Monitoring and Adaptation of Assessment Activities in a VLE Supported by Learning Analytic

The complex task of developing an assessment activity and its structure requires determining the appropriate set of elements to link the learning objectives with the expected results. The analysis of learning outcomes through the use of technological techniques are challenges that are still posed in the various research works, when using them in the educational field. This paper presents a model for monitoring and adapting assessment activities in a virtual learning environment. The objective is to determine the characteristics and conditions of assessment activities that allow the teacher to guide the behavior of students in a course according to the monitoring and adaptation of assessment activities in a virtual learning environment. Therefore, this paper presents a model for monitoring and adapting evaluation activities in a virtual learning environment. The results of this study reflect those students achieve an average pass rate of 87% in four courses that actively participate in this work and an attrition rate of 13%. The limitations found suggest external factors such as connectivity and the pandemic, which affect students but can be dealt with in a preventive sense, in the face of a possible academic risk through the learning analytics exhibited to students in the virtual learning environment. The results obtained show a high commitment of the students in achieving the challenges proposed by the teacher, reaching above-average performance values. For future work, this model will be replicable to several engineering subjects in first-year courses. This work contributes to the development of a method for teacher recommendations in VLE environments.