A call to action: a systematic review of ethical and regulatory issues in using process data in educational assessment

Large-scale Assessments in Education

An IERI – International Educational Research Institute Journal

Table 5 Overview of the studies included in the systematic review (N = 22)

Author	Year	Country/region^a	Education level^b	Design^c	Assessment^d	Ethics/privacy^e
Angeli et al.	2017	Europe, Australia	K-12, University	Empirical	Indirect	Acknowledged
Rodriguez-Triana et al.	2016	Spain, Europe	K-12, University	Empirical	Indirect	Embedded
Zeide	2017	US	K-12	Theoretical	Indirect	Results
Avella et al.	2016	Not specified	University	Empirical	General	Results
Bennett	2018	Not specified	Multiple	Theoretical	Focused	Embedded
Cormack	2016	UK	University	Theoretical	General	Embedded
Drachselr & Kalz	2016	Not specified	University	Theoretical	Focused	Acknowledged
Dyckhoff et al.	2012	Germany	University	Empirical	Focused	Embedded
Ekowo et al.	2016	US	University	Empirical	Indirect	Results
Greller & Drachsler	2012	Not specified	Multiple	Empirical	Indirect	Results
Hildebrandt	2017	Europe	Multiple	Theoretical	Indirect	Embedded
Howell et al.	2018	Australia	University	Empirical	General	Results
Ifenthaler & Schumacher	2016	Germany	University	Empirical	Indirect	Embedded
MacNeill et al.	2014	UK, US	University	Theoretical	Indirect	Results
Pena-Ayala	2018	Not specified	Multiple	Theoretical	Indirect	Embedded
Sun	2014	US	University	Theoretical	Indirect	Embedded
Timmis et al.	2016	Not specified	Multiple	Empirical	Focused	Results
Van der Schaaf et al.	2017	Netherlands	University	Empirical	Focused	Results
Van der Stappen & Lee	2018	Netherlands	University	Empirical	General	Embedded
Wang	2016	Not specified	Multiple	Theoretical	Indirect	Embedded
Watson et al.	2017	UK	University	Empirical	Focused	Results
Wolf et al.	2014	US	Multiple	Theoretical	Indirect	Results

^aCountry/Region. Where the authors of a study reported specific countries or a region in which the study was conducted or to which the analysis and findings primarily applied, this is noted. Otherwise, the study is identified as ‘not specified.’
^bEducation level. K-12; University/Higher Education; Training/Adult; Multiple/Not specified.
^cOverall design of study. Empirical; Theoretical/Literature review;
^dHow assessment is incorporated into study. General = Study focuses on education generally, but noted potential use of process data in relation to student performance/assessment; Indirect = Indirect treatment of assessment; Focused = Study focused on assessment.
^eHow ethics and/or privacy are featured in the study. Acknowledged = Only acknowledged the issue of ethics/privacy in the study; Results = Issues of ethics/privacy are presented as part of the results of the study; Embedded = ethics/privacy is embedded in the design of the study