Designing a Student Progress Dashboard to Promote Student Self-regulation and SupportJulie Vuolo, Principal Lecturer Email: [email protected] 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
Performance Indicator
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