Stakeholder perspectives on graphical tools for visualising student assessment and feedback data

This paper contributes to the development of learning and academic analytics in Higher Education (HE) by researching how four graphical visualisation methods can be used to present student assessment and feedback data to five stakeholder groups, including students, external examiners and industriali...

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Bibliographic Details
Published in:Research in learning technology 2018-07, Vol.26, p.1-21
Main Authors: Valle, Luciana Dalla, Stander, Julian, Gresty, Karen, Eales, John, Wei, Yinghui
Format: Article
Language:English
Subjects:
academic analytics
Academic standards
Big Data
Collaborative learning
Data mining
data visualisation
Decision making
Educational Planning
Educational technology
external examiners
Feedback
Handbooks
Higher education
International conferences
Knowledge
Learning Analytics
Literacy
Quality control
Stakeholders
Student Evaluation
Student Experience
student perspectives
Students
Survival analysis
Teaching
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Summary:This paper contributes to the development of learning and academic analytics in Higher Education (HE) by researching how four graphical visualisation methods can be used to present student assessment and feedback data to five stakeholder groups, including students, external examiners and industrialists. The visualisations and underlying data sets are described, together with the results of a questionnaire designed to elicit the perspectives of the stakeholder groups on the potential value of the visualisations. Key findings of this study are that external examiners agree that the visualisations help them to carry out their role and students concur that they can assist with study organisation, relative performance assessment against the wider cohort and even module choice. All stakeholder groups were positive about the benefits of graphical visualisations in this HE context and supported an increased use of visualisations to assist with data interpretation.
ISSN:2156-7077
2156-7069
2156-7077
DOI:10.25304/rlt.v26.1997