The Impact of Teachers' Learning Analytics–Informed Interventions on Student Learning

• In Event: Marriott Roundtable Session 3
  In Roundtable Session: Science Teaching and Learning: Educational Technology in Science Education

Abstract

The Next Generation Science Standards (NGSS) call for integrated understanding of three dimensional learning: disciplinary core ideas, cross-cutting concepts, and science and engineering practices. We used learning analytics to help teachers monitor their students’ progress along each of these dimensions and develop targeted instructional interventions based on their students’ diverse learning needs to increase integrated understanding. We built the Teacher Action Planner (TAP) using learning analytics to indicate student progress along each dimension and suggests interventions. We tested it with three teachers. We found that TAP-informed teaching led to increases in integrated understanding. Rather than using the suggested interventions, teachers generally used their own ideas. Future refinement of the TAP includes adding interventions based on successful ideas from participating teachers.

Authors

• Korah Wiley, University of California - Berkeley

• Marcia Linn, University of California - Berkeley