Designing a Student Progress Dashboard to Promote Student Self-regulation and Support

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Designing a Student Progress Dashboard to Promote
Student Self-regulation and Support Julie Vuolo,
Principal Lecturer Email j.c.vuolo_at_herts.ac.uk
Twitter julievuolo
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Academic Skills Tutor
Personal Tutor
Module Leader
ITEAM Project Integrating Technology
Enhanced Assessment Methods for Student Support
and Self-regulation
Programme Tutor
Electronic Voting Systems
Student Progress Dashboard .
Questionmark Perception
Electronic Submission Online feedback
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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

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Resource efficiency
Feed forward
Feedback timing
????
Assessment choice
Employability
Low v high stakes
Formative
Feedback type
Summative
Transferrable skills
Authenticity
Assessment criteria
Assessment design
Self-regulation and Student Support
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Average grade
Modules
Traffic lights (pre-set benchmarks)
Skills and attributes
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Performance Indicator
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Filter students
Set threshold
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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 May
• Staff 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)

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Students feedback

• ..wanted to know where they were in relation to
  others felt it would be a motivator to do
  better (didnt 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

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Design considerations

• Access
• 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

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Design considerations

• Display
• 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.

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Implications

• ?Increased student anxiety about progress
• ?Increased requests for support (resource
  implications?)
• Could the data help with other aspects of LT
  e.g. BME attainment or Disabled student support?
• Are teaching staff ready for analytics?

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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?
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Key messages

• Giving 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