Tracking and Visualising Student Effort: Evolution of a Practical Analytics Tool for Staff and Student Engagement

Robin Paul Nagy

Abstract


There is an urgent need for our educational system to shift assessment regimes from a narrow, high-stakes focus on grades, to more holistic definitions that value the qualities that lifelong learners will need. The challenge for learning analytics in this context is to deliver actionable assessments of these hard-to-quantify qualities, which are valued by both educators and learners. This practitioner report makes a contribution to this by documenting the iterative refinement of a practical approach for tracking student effort, deployed in successive versions over 6 years in secondary schools. This demonstrates how a student quality such as “effort” can be assessed by teachers in a practical way, and the insights that visual analytics can provide as a basis for productive dialogue among staff and students. The engagement and professional development of teachers is critical to embedding and sustaining novel analytics of this sort.

Full Text:

PDF

References


Black, P. & Wiliam, D. (1998) Assessment and Classroom Learning, Assessment in Education, 5 (1), pp. 7-74.

Bryk, A. (2015). Learning to Improve: How America's Schools Can Get Better at Getting Better. Harvard Education Press: Boston

Buckingham Shum, S. and Deakin Crick, R. (2012). Learning Dispositions and Transferable Competencies: Pedagogy, Modelling and Learning Analytics. Proc. 2nd Int. Conf. Learning Analytics & Knowledge. (29 Apr-2 May, 2012, Vancouver, BC). ACM Press: New York. DOI: 10.1145/2330601.2330629. Open Access Eprint: http://oro.open.ac.uk/32823

Costa, A.L. & Kallick, B (2009) Habits of Mind Across the Curriculum: Practical and Creative Strategies for Teachers. Publisher: City

Covey, S.R. (1990) The 7 Habits of Highly Effective People: Powerful Lessons in Personal Change Publisher: Free Press

CLARA (2016). Crick Learning for Resilient Agency: Learning Emergence LLC. Retrieved April 12, 2016 from http://clara.learningemergence.com

Deakin Crick, R., S. Huang, A. Ahmed-Shafi and C. Goldspink (2015). Developing Resilient Agency in Learning: The Internal Structure of Learning Power. British Journal of Educational Studies, 63(2): 121 - 160. Open Access Eprint: http://dx.doi.org/10.1080/00071005.2015.1006574

Duckworth, K., Fielding, G. & Shaughnessy, J. (1986) The Relationship of High School Teachers’ Class Testing Practices to Pupils’ Feelings of Efficacy and Efforts to Study (Portland, OR, Oregon University) in Harlen, W. & Deakin Crick, R. (2003)

Dweck, C.S. (2007) Mindset: The New Psychology of Success. Ballantine Books: City

Eklund, R.C. & Tenenbaum, G (2014) Encyclopedia of Sport and Exercise Psychology ‘Concentration and Choking’ p.160. Publisher: City

Harlen, W. & Deakin Crick, R. (2002). A Systematic Review of the Impact of Summative Assessment and Tests on Students’ Motivation for Learning (EPPI-Centre Review, version 1.1). Research Evidence in Education Library. Issue 1. London: EPPI-Centre, Social Science Research Unit, Institute of Education.

Harlen, W. & Deakin Crick, R. (2003). Testing and Motivation for Learning. Assessment in Education, 10(2): 169 – 207. Carfax Publishing. DOI: 10.1080/0969594032000121270

Hobsons Student Feedback and Progressive Reporting, (June 2014) http://www.hobsons.com/apac

Kellaghan T., Madaus G. & Raczek, A. (1996) The Use of External Examinations to Improve Student Motivation (Washington DC, AERA)

Martin, A.J. (2010) Building classroom success: Eliminating academic fear and failure. Continuum: London

McDonald, A. (2001) The Prevalence and Effects of Test Anxiety in School Children, Educational Psychology, 21, pp.89 - 101

Perkins-Gough, D. (2013) Educational Leadership: The Significance of Grit: A Conversation with Angela Lee Duckworth. Educational Leadership, Vol. 71, No.1, pp. 14-20.

Pollard, A., Triggs, P., Broadfoot, P., McNess, E. & Osborn, M. (2000) What Pupils Say: Changing Policy and Practice in Primary Education (London Continuum)

Roderick M. & Engel, M. (2001) The Grasshopper and the Ant: Motivational Responses of Low Achieving Pupils to High Stakes Testing, Educational Evaluation and Policy Analysis, 23, pp. 197-228 in Harlen, W. & Deakin Crick, R. (2003)

Schunk, D. (1991) Self-Efficacy and Academic Motivation, Educational Psychologist, 26, pp.207 – 231 in Harlen, W. & Deakin Crick, R. (2003)

Smith, L.H. & Kays, T.M. (2010) Sports Psychology For Dummies ‘cheat sheet’. Publisher: City

UAC _ Australian Tertiary Admissions Rank (ATAR) (2016, March 12). Retrieved from Universities Admissions Centre – UAC: http://www.uac.edu.au/atar/




DOI: http://dx.doi.org/10.18608/jla.2016.32.8

Refbacks

  • There are currently no refbacks.