Designing a Student Progress Dashboard to Promote Student Self-regulation and SupportJulie Vuolo, Principal Lecturer Email: j.c.vuolo@herts.ac.uk Twitter: julievuolo

ITEAM ProjectIntegrating Technology Enhanced AssessmentMethodsforStudent Support andSelf-regulation

Questionmark Perception

Electronic Submission &

Online feedback

Electronic Voting Systems

Student Progress

Dashboard.

Assessment for Learning

Assessment data

Performance &

Engagement

Self-regulation

and Support

Personal Tutor

Module Leader

Academic Skills Tutor

Programme Tutor

Student Progress Dashboard (SPD)• A development which pulls together information

about module level engagement and assessment performance data and presents it in the VLE

• Staff view: To help staff identify where support for individuals or groups of students might be needed

• Student view: To help students with the self-regulation of their studies

Assessment

designAssessment

criteria

Formative

Summative

AuthenticityFeedback type

Transferrable

skills

EmployabilityFeedback

timingAssessment

choice

Feed forwardResource

efficiency

Low v high

stakes

????

Self-regulation and Student Support

Traffic lights(pre-set benchmarks)

Modules

Average grade

Skills and attributes

Performance Indicator

Filter students

Set threshold

Informing the development

Student input: development meetings, focus groups (25 students; 22 male, 3 female; F/T and P/T; UG and PG), student view pilot (running now, 22 students), feedback meeting in MayStaff input: development meetings, pilot of staff view in semester A (Business, Computer Science, Health, Engineering, Education, LMS)School projects (now): Conversations and Dissemination (Business, Health, Education, LMS, Engineering)

Students feedback• ..wanted to know where they were in relation to others – felt

it would be a motivator to do better (didn’t feel it would de-motivate them to know they were at the lower end of the league table).

• ..said the currency/completeness of data is important• ..wanted re-assurance that their information would only be

seen by ‘those needing it’• ..were interested in what else could go in there e.g. book

loans, attendance, module pass/fail rates (one-stop shop approach)

• ..would like a predictor or calculator for working out final classification

Design considerationsAccess• Levels of staff access need to be agreed & processes

developed to gate-keep access• It should be clear to students what levels of access

exist• Entry to the SPD should be quick and easy e.g. icon

click on homepage• Effective filters should be employed to allow staff to

access relevant information quickly

Design considerationsDisplay• Page content should be signposted clearly to aid navigation within the

dashboard• Links to other University information systems should be embedded in the

SPD e.g. University Policies and Regulations on classification• Data should be presented in a simple, unambiguous manner for clarity and to

promote engagement• Colour schemes should be simple and consistent to ensure clarity of

presentation and to promote engagement

Support• Student and teachers should be taught how to use the SPD e.g. how to access, functionality, limitations, data interpretation and making use of the information.

Implications– ?Increased student anxiety about progress– ?Increased requests for support (resource

implications?)– Could the data help with other aspects of L&T e.g.

BME attainment or Disabled student support?– Are teaching staff ready for analytics?

Is there a correlation between the number of hits in the module site and the grade?

Is there a correlation between the time of submission and the assignment grade?

Key messagesGiving students an insider view on their learning journey is important if they are to drive their own learning. Key messages:• Use staff and student feedback to establish core

design principles• Make data accessible & understandable for students• Help students understand how to use the data to

make informed choices• Encourage staff to use the data to be pro-active and

reflective