3.2 A blueprint for using learning data for assessment
This “blueprint” identifies foundational instructional questions, provides a structured approach to exploring these questions with Canvas learning data and traditional classroom techniques, and suggests appropriate actions.
ASSESSMENT
QUESTIONS |
INSTRUCTOR ACTIONS |
STUDENT INDICATORS |
ANALYTICS DATA & DASHBOARDS |
ACTIONS TO TAKE IN RESPONSE TO DATA |
---|---|---|---|---|
How are students performing?
Are students aware of how they are performing? |
Monitor performance on formative and summative quizzes along with assignments Verify student’s understanding of grade thus far with Mid-Course Self-Check |
Demonstrate conceptual understanding on formative measures
|
Share resources or adjust class content and activities to remedy misunderstandings Provide supplementary materials customized to student’s current performance Scaffold learning Embed effective study strategies Let students know they are on track for success |
|
Are assessments valid and reliable?
Which concepts are most difficult for students? |
Review exams and analyze the reliability and validity of questions |
Students struggle with specific items (especially top performers overall) |
Review Quiz
|
Throw out questions with poor validity or reliability [Refer students to resources] Collect feedback from students to identify circumstances that may be impacting their performance Notices to advisors as appropriate Provide opportunities to get back on track and recover from errors Make a plan to remove or revise questions that do not align to Student Learning Objectives or have poor reliability before the next course offering |