Teacher-centered technology design for educational assessment
Resumo
This paper presents the design and evaluation of a mobile-first, teacher-centered application that enables photo-based student assessment using standard smartphones. The system generates real-time feedback dashboards tailored to teachers, principals, and school managers, promoting data-informed decisions across classroom, school, and system levels. Two empirical studies were conducted: a prototype usability test with five teachers and a real-world case study in a public school. Results highlight the app’s usability, alignment with teachers’ workflows, and potential to enhance pedagogical planning in under-resourced contexts. We conclude with design guidelines for scalable, low-infrastructure assessment technologies.
Referências
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Dui, L. G., Lunardini, F., and Ferrante, S. (2019). A tablet-based application to study the speed-accuracy tradeoff in handwriting throughout lifespan. In 2019 E-Health and Bioengineering Conference (EHB), pages 1–4.
Fachola, C., Tornaría, A., Bermolen, P., Capdehourat, G., Etcheverry, L., and Fariello, M. I. (2023). Federated learning for data analytics in education. Data, 8(2).
Freitas, E., Batista, H. H., Barbosa, G. A., Wenceslau, M., Portela, C., Isotani, S., Cordeiro, T., Bittencourt, I. I., Yasojima, K., Sobrinho, A., et al. (2022). Learning analytics desconectada: Um estudo de caso em análise de produçoes textuais. In Workshop de Aplicações Práticas de Learning Analytics em Instituições de Ensino no Brasil (WAPLA), pages 40–49. SBC.
Guerino, G. C., Rodrigues, L. A. L., Oliveira, L. S., Marinho, M., da Silva, T. E. V., Amorim, L., Dermeval, D., da Penha, R. S., Bittencourt, I. I., and Isotani, S. (2024). We see you: Understanding math teachers from brazilian public schools to design equitable educational technology. Revista Brasileira de Informática na Educação, 32:336–358.
Isotani, S., Bittencourt, I. I., Challco, G. C., Dermeval, D., and Mello, R. F. (2023). Aied unplugged: Leapfrogging the digital divide to reach the underserved. In Wang, N., Rebolledo-Mendez, G., Dimitrova, V., Matsuda, N., and Santos, O. C., editors, Artificial Intelligence in Education. Posters and Late Breaking Results, Workshops and Tutorials, Industry and Innovation Tracks, Practitioners, Doctoral Consortium and Blue Sky, pages 772–779, Cham. Springer Nature Switzerland.
Nicol, D. J. and Macfarlane-Dick, D. (2006). Formative assessment and self-regulated learning: a model and seven principles of good feedback practice. Studies in Higher Education, 31(2):199–218.
Rasiq, G. R. I., Al Sefat, A., and Hasnain, M. F. (2019). Mobile based mcq answer sheet analysis and evaluation application. In 2019 8th International Conference System Modeling and Advancement in Research Trends (SMART), pages 144–147.
Rodrigues, L., Guerino, G., Challco, G. C., Veloso, T. E., Oliveira, L., da Penha, R. S., Melo, R. F., Vieira, T., Marinho, M., Macario, V., et al. (2023). Teacher-centered intelligent tutoring systems: Design considerations from brazilian, public school teachers. In Simpósio Brasileiro de Informática na Educação (SBIE), pages 1419–1430. SBC.
Schildkamp, K. (2019). Data-based decision-making for school improvement: Research insights and gaps. Educational Research, 61(3):257–273.
Shute, V. J. (2008). Focus on formative feedback. Review of Educational Research, 78(1):153–189.
Topali, P., Ortega-Arranz, A., Rodríguez-Triana, M. J., Er, E., Khalil, M., and Açkapınar, G. (2024). Designing human-centered learning analytics and artificial intelligence in education solutions: a systematic literature review. Behaviour & Information Technology, pages 1–28.
Veloso, T. E., Chalco Challco, G., Rogrigues, L., Versuti, F. M., Sena da Penha, R., Silva Oliveira, L., Corredato Guerino, G., Cavalcanti de Amorim, L. F., Monteiro Marinho, M. L., Macario, V., Dermeval, D., Bittencourt, I. I., and Isotani, S. (2023). Its unplugged: Leapfrogging the digital divide for teaching numeracy skills in underserved populations. In Towards the Future of AI-augmented Human Tutoring in Math Learning 2023 - Proceedings of the Workshop on International Conference of Artificial Intelligence in Education co-located with The 24th International Conference on Artificial Intelligence in Education (AIED 2023). Springer.
Wang, Y. (2021). When artificial intelligence meets educational leaders’ data-informed decision-making: A cautionary tale. Studies in Educational Evaluation, 69:100872. From Data-Driven to Data-informed Decision Making:Progress in the Field to Improve Educators and Education.
Wohlin, C., Runeson, P., Höst, M., Ohlsson, M. C., Regnell, B., Wesslén, A., et al. (2012). Experimentation in software engineering, volume 236. Springer.
Xia, Q., Chiu, T. K., Zhou, X., Chai, C. S., and Cheng, M. (2022). Systematic literature review on opportunities, challenges, and future research recommendations of artificial intelligence in education. Computers and Education: Artificial Intelligence, page 100118.
Barbosa, S. D. J., Silva, B. d., Silveira, M. S., Gasparini, I., Darin, T., and Barbosa, G. D. J. (2021). Interação humano-computador e experiência do usuario. Auto publicação.
Bichsel, J. (2012). Analytics in higher education: Benefits, barriers, progress, and recommendations. ECAR Research Study.
Chevtchenko, S. F., Carvalho, R., Rodrigues, L., Souza, E., Rosa, D., Cordeiro, F., Pereira, C., Vieira, T., Marinho, M., Dermeval, D., et al. (2024). An optimization approach for elementary school handwritten mathematical expression recognition. In International Conference on Artificial Intelligence in Education, pages 234–241. Springer.
Clarke, V. and Braun, V. (2017). Thematic analysis. The journal of positive psychology, 12(3):297–298.
Datnow, A. and Park, V. (2014). Data-driven leadership. Jossey-Bass Education Series.
de La Hoz-Ruiz, J., Khalil, M., Domingo Segovia, J., and Liu, Q. (2024). Learning analytics for enhanced professional capital development: a systematic review. Frontiers in Psychology, 15.
Dui, L. G., Lunardini, F., and Ferrante, S. (2019). A tablet-based application to study the speed-accuracy tradeoff in handwriting throughout lifespan. In 2019 E-Health and Bioengineering Conference (EHB), pages 1–4.
Fachola, C., Tornaría, A., Bermolen, P., Capdehourat, G., Etcheverry, L., and Fariello, M. I. (2023). Federated learning for data analytics in education. Data, 8(2).
Freitas, E., Batista, H. H., Barbosa, G. A., Wenceslau, M., Portela, C., Isotani, S., Cordeiro, T., Bittencourt, I. I., Yasojima, K., Sobrinho, A., et al. (2022). Learning analytics desconectada: Um estudo de caso em análise de produçoes textuais. In Workshop de Aplicações Práticas de Learning Analytics em Instituições de Ensino no Brasil (WAPLA), pages 40–49. SBC.
Guerino, G. C., Rodrigues, L. A. L., Oliveira, L. S., Marinho, M., da Silva, T. E. V., Amorim, L., Dermeval, D., da Penha, R. S., Bittencourt, I. I., and Isotani, S. (2024). We see you: Understanding math teachers from brazilian public schools to design equitable educational technology. Revista Brasileira de Informática na Educação, 32:336–358.
Isotani, S., Bittencourt, I. I., Challco, G. C., Dermeval, D., and Mello, R. F. (2023). Aied unplugged: Leapfrogging the digital divide to reach the underserved. In Wang, N., Rebolledo-Mendez, G., Dimitrova, V., Matsuda, N., and Santos, O. C., editors, Artificial Intelligence in Education. Posters and Late Breaking Results, Workshops and Tutorials, Industry and Innovation Tracks, Practitioners, Doctoral Consortium and Blue Sky, pages 772–779, Cham. Springer Nature Switzerland.
Nicol, D. J. and Macfarlane-Dick, D. (2006). Formative assessment and self-regulated learning: a model and seven principles of good feedback practice. Studies in Higher Education, 31(2):199–218.
Rasiq, G. R. I., Al Sefat, A., and Hasnain, M. F. (2019). Mobile based mcq answer sheet analysis and evaluation application. In 2019 8th International Conference System Modeling and Advancement in Research Trends (SMART), pages 144–147.
Rodrigues, L., Guerino, G., Challco, G. C., Veloso, T. E., Oliveira, L., da Penha, R. S., Melo, R. F., Vieira, T., Marinho, M., Macario, V., et al. (2023). Teacher-centered intelligent tutoring systems: Design considerations from brazilian, public school teachers. In Simpósio Brasileiro de Informática na Educação (SBIE), pages 1419–1430. SBC.
Schildkamp, K. (2019). Data-based decision-making for school improvement: Research insights and gaps. Educational Research, 61(3):257–273.
Shute, V. J. (2008). Focus on formative feedback. Review of Educational Research, 78(1):153–189.
Topali, P., Ortega-Arranz, A., Rodríguez-Triana, M. J., Er, E., Khalil, M., and Açkapınar, G. (2024). Designing human-centered learning analytics and artificial intelligence in education solutions: a systematic literature review. Behaviour & Information Technology, pages 1–28.
Veloso, T. E., Chalco Challco, G., Rogrigues, L., Versuti, F. M., Sena da Penha, R., Silva Oliveira, L., Corredato Guerino, G., Cavalcanti de Amorim, L. F., Monteiro Marinho, M. L., Macario, V., Dermeval, D., Bittencourt, I. I., and Isotani, S. (2023). Its unplugged: Leapfrogging the digital divide for teaching numeracy skills in underserved populations. In Towards the Future of AI-augmented Human Tutoring in Math Learning 2023 - Proceedings of the Workshop on International Conference of Artificial Intelligence in Education co-located with The 24th International Conference on Artificial Intelligence in Education (AIED 2023). Springer.
Wang, Y. (2021). When artificial intelligence meets educational leaders’ data-informed decision-making: A cautionary tale. Studies in Educational Evaluation, 69:100872. From Data-Driven to Data-informed Decision Making:Progress in the Field to Improve Educators and Education.
Wohlin, C., Runeson, P., Höst, M., Ohlsson, M. C., Regnell, B., Wesslén, A., et al. (2012). Experimentation in software engineering, volume 236. Springer.
Xia, Q., Chiu, T. K., Zhou, X., Chai, C. S., and Cheng, M. (2022). Systematic literature review on opportunities, challenges, and future research recommendations of artificial intelligence in education. Computers and Education: Artificial Intelligence, page 100118.
Publicado
24/11/2025
Como Citar
SILVA, Thomaz Edson Veloso da; GUERINO, Guilherme Corredato; RODRIGUES, Luiz.
Teacher-centered technology design for educational assessment. In: SIMPÓSIO BRASILEIRO DE INFORMÁTICA NA EDUCAÇÃO (SBIE), 36. , 2025, Curitiba/PR.
Anais [...].
Porto Alegre: Sociedade Brasileira de Computação,
2025
.
p. 690-701.
DOI: https://doi.org/10.5753/sbie.2025.12616.
