Automatically Generated Assessment Reports for Teachers' Formative Uses: A Review of Dashboard Design

• In Event: Sheraton Roundtable Session Nine
  In Roundtable Session: Computer and Internet Applications in Education SIG Topics: Research Synthesis (Table 9)

Abstract

This study reviewed 26 dashboards that automatically generated assessment reports (AutoRs) for teachers’ formative uses. We developed a framework from two perspectives: cognitive demands and design support to the demands. We then specified characteristics under each dimension: cognitive demands includes 14 characteristics classified into content, information synthesizing level, and depth of data mining; design support includes seven characteristics classified into user functionality and information presentation. Using the framework, we analyzed the characteristics of the 26 AutoRs. We then employed latent class analysis (LCA) to identify patterns among the sampled AutoRs. For cognitive demands, we found two classes featuring high and low cognitive load. For design support, we identified three classes with full functionality, adjustment flexibility, and live feedback.

Authors

• Xinyu He, University of Georgia
  Presenting Author

• Ying Chen, Illinois Workforce and Education Research Collaborative (IWERC)
  Non-Presenting Author

• Xiaoming Zhai, University of Georgia
  Non-Presenting Author