UGCNET Questions

Learning analytics mines data from LMS logs, assessments, and interactions to reveal patterns of engagement and difficulty. The goal is to support better instructional decisions and targeted interventions.

Option A:
This option correctly states that big data about learners is used to refine teaching and provide more personalised, timely support.

Option B:
Focusing solely on attendance ignores richer behavioural data (clicks, quiz results, forum activity) central to learning analytics.

Option C:
Replacing teachers with robots is neither the purpose nor a realistic consequence of learning analytics.

Option D:
Leaking exam questions is unethical and unrelated to analytics, which aims at quality and fairness, not cheating.

Learning analytics collects traces of learner behaviour such as logins, page views, quiz attempts and assignment submissions. Dashboards and reports summarise these patterns and highlight students at risk or topics where many are struggling. Teachers can use this evidence to adjust pacing, provide remedial support or redesign assessments. Thus, its main purpose is to support data-informed improvements in teaching and learning.

Option A:
Randomly assigning grades would undermine fairness and academic standards. Learning analytics is introduced to make evaluation more evidence-based, not less.

Option B:
Deleting all activity records would remove the data needed for analysis and quality assurance. It contradicts the rationale for implementing analytics in the first place.

Option C:
Designing furniture and buildings is an architectural task. While enrolment numbers may influence space planning, this is not the central role of learning analytics in an LMS.

Option D:
This option correctly emphasises that analytics help teachers interpret patterns in student engagement and performance so they can make better pedagogical decisions.

Formative assessment focuses on monitoring learning during the course and helping students improve before final evaluation. ICT tools like LMS platforms make it easy to schedule periodic quizzes, collect submissions and give quick feedback. Analytics dashboards can show which topics are problematic, allowing targeted remedial teaching. Thus, the example of regular online assessments with feedback aligns closely with the formative purpose.

Option A:
A single final exam is a summative assessment and does not provide ongoing guidance during the learning process. The long delay in declaring results further reduces its usefulness as feedback.

Option B:
Uploading only slides gives access to content but does not check understanding or provide performance-related feedback. Without tasks and responses, assessment is missing.

Option C:
This option correctly combines frequent assessment opportunities with responsive feedback. Students can track their own progress, and teachers can adjust teaching strategies based on LMS data.

Option D:
Administrative circulars may inform students about dates or rules but are not part of the assessment process. They do not measure or support learning outcomes directly.